STUDENTS’ INTRINSIC MOTIVATION USING GAME-BASED ACTIVITIES
DOI:
https://doi.org/10.37569/DalatUniversity.14.2.1161(2024)Keywords:
Game-based activities, IMI, Intrinsic motivation, Science education, Sequential explanatory design.Abstract
This study sought to determine the effects of game-based activities (GBAs) on students’ intrinsic motivation. The study employed a sequential explanatory mixed-methods approach using quantitative and then qualitative data to explore the impact of GBAs on intrinsic motivation. It also utilized lessons integrating GBAs into an ecosystem curriculum developed and adapted by the researcher for the study. Sixty-nine Grade 7 students from two sections of a public secondary school in Sorsogon, Philippines, participated in this study. One section with 34 students was assigned to an experimental group and exposed to GBAs developed for ecosystem lessons. The 35 students in the other section were assigned to a control group and taught with games using traditional teaching methods. Respondents completed a survey on the intrinsic motivation inventory (IMI) after the intervention. The survey results revealed a significant difference in the IMI scores of respondents (u = 327, N = 69, p = 0.05), and the integration of GBAs in ecosystem lessons for Grade 7 significantly improved students’ intrinsic motivation. Qualitative data analysis also revealed that GBAs specifically addressed students’ psychological needs in terms of interest or enjoyment, perceived competence, effort or importance, value or usefulness, and relatedness, which ultimately improved students’ intrinsic motivation. Integration of GBA into ecosystem lessons can improve students’ intrinsic motivation when GBAs align with learning goals and include interactive and engaging game elements. This study emphasized the effects of GBAs on intrinsic motivation and delved deeper into the specific context of science education in Grade 7, providing insights on how to harness GBAs effectively in specific educational settings. This study recommends the integration of GBAs into science education to enhance students’ motivation and improve their learning experiences and outcomes. A more comprehensive study of the effect of GBAs on students’ learning experiences is also recommended.
Downloads
References
Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Ahn, S. J., Johnsen, K., & Ball, C. (2019). Points-based reward systems in gamification impact children’s physical activity strategies and psychological needs. Health Education & Behavior, 46(3), 417–425. https://doi.org/10.1177/109019811
Atienza, H. A. L., & Andal, E. Z. (2023). Game-based instructional delivery in promoting school achievement in public elementary schools. International Journal of Social Science, Humanity & Management Research, 2(6), 331–339. https://doi.org/10.58806/ijsshmr.2023.v2i6n07
Bado, N. (2022). Game-based learning pedagogy: A review of the literature. Interactive Learning Environments, 30(5), 936–948. https://doi.org/10.1080/10494820.2019.1683587
Balakrishna, C. (2023). The impact of in-classroom non-digital game-based learning activities on students transitioning to higher education. Education Sciences, 13(4), 328. https://doi.org/10.3390/educsci13040328
Bullard, C. (2016). Level up intrinsic motivation using gamification and game-based learning. Journal of Interdisciplinary Teacher Leadership, 1(1), 36–39. https://doi.org/10.46767/kfp.2016-0005
Chang, W. L., & Yeh, Y. C. (2021). A blended design of game-based learning for motivation, knowledge sharing and critical thinking enhancement. Technology, Pedagogy and Education, 30(2), 271–285. https://doi.org/10.1080/1475939X.2021.1885482
Chen, C. H., Liu, J. H., & Shou, W. C. (2018). How competition in a game-based science learning environment influences students’ learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164–176. http://www.jstor.org/stable/26388392
Chung, C., Yen-Chih, H., Yeh, R., & Lou, S. (2017). The influence of board games on mathematical spatial ability of Grade 9 students in junior high school. People: International Journal of Social Science, 3(1), 120–143. https://doi.org/10.20319/pijss.2017.31.120143
Clancy, R. B., Herring, M. P., & Campbell, M. J. (2017). Motivation measures in sport: A critical review and bibliometric analysis. Frontiers in Psychology, 8, 348. https://doi.org/10.3389/fpsyg.2017.00348
Cocca, A., Veulliet, N., Niedermeier, M., Drenowatz, C., Cocca, M., Greier, K., & Ruedl, G. (2022). Psychometric parameters of the intrinsic motivation inventory adapted to physical education in a sample of active adults from Austria. Sustainability, 14(20), 13681. https://doi.org/10.3390/su142013681
Conte, P. D., Jr. (2017). Effect of game-based learning on students’ performance in economics: A case of “L-AKAD para sa Pilipino.” PSU Journal of Education, Management and Social Sciences, 1(1), 1–4. https://www.psurj.org/wp-content/uploads/2018/01/JEMSS_0001.pdf
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Dabbous, M., Kawtharani, A., Fahs, I., Hallal, Z., Shouman, D., Akel, M., Rahal, M., & Sakr, F. (2022). The role of game-based learning in experiential education: Tool validation, motivation assessment, and outcomes evaluation among a sample of pharmacy students. Education Sciences, 12(7), 434. https://doi.org/10.3390/educsci12070434
Dawadi, S. (2021). Thematic analysis approach: A step by step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://nelta.org.np/nelta/uploads/webuploadsfiles/NELTA%20Journal%202020.pdf
Draucker, C. B., Rawl, S. M., Vode, E., & Carter-Harris, L. (2020). Integration through connecting in explanatory sequential mixed method studies. Western Journal of Nursing Research, 42(12), 1137–1147. https://doi.org/10.1177%2F0193945920914647
Falciani, I. (2020, July 2). Game-based learning: What is it? GBL vs gamification: Types and benefits. Teacher Academy. https://www.teacheracademy.eu/blog/game-based-learning/
Funa, A. A., Ricafort, J. D., Jetomo, F. G. J., & Lasala, N. L., Jr. (2024). Effectiveness of brain-based learning toward improving students’ conceptual understanding: A meta-analysis. International Journal of Instruction, 17(1), 361–380. https://doi.org/10.29333/iji.2024.17119a
Gilyazova, O. S., & Zamoshchanskii, I. I. (2020). On motivational tools of gamification in higher education: Theoretical aspect. Perspektivy Nauki i Obrazovania, 3(45), 39-51. https://doi.org/10.32744/pse.2020.3.3
Gulinna, A., & Lee, Y. (2020). College students’ perceptions of pleasure in learning–Designing gameful gamification in education. International Journal on E-Learning, 19, 93–123. https://www.learntechlib.org/primary/p/184522/
Hamden Hamid, S., Zulkiply, N., & Mohamad, F. S. (2022). The effects of non-digital game-based learning and cognitive level of questions on isometric transformations. Asian Journal of University Education, 18(1), 34–50. https://doi.org/10.24191/ajue.v18i1.17167
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589–604. https://doi.org/10.1080/02697459.2020.1778859
Hebert, C., & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching strategies for game-based learning. Journal of Interactive Technology and Pedagogy, 15, 1–18. https://jitp.commons.gc.cuny.edu/digital-game-based-pedagogies-developing-teaching-strategies-for-game-based-learning/
Hernando-Malipot, M. (2022, March 20). DepEd embraces game-based teaching, learning through Minecraft: Education edition. Manila Bulletin. https://mb.com.ph/2022/03/20/deped-embraces-game-based-teaching-learning-through-minecraft-education-edition/
Huotari, K., & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31. https://doi.org/10.1007/s12525-015-0212-z
Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3, 100055. https://doi.org/10.1016/j.plas.2022.100055
Jain, S. A., Hussaini, N., John, S., Alexander, D., & Sarkar, B. (2022). Game-based learning in higher education: An effective pedagogical tool for enhanced competency building. In C.-A. Lane (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 138–163). IGI Global. http://dx.doi.org/10.4018/978-1-7998-7271-9.ch008
Kácovský, P., Snětinová, M., Chvál, M., Houfková, J., & Koupilová, Z. (2023). Predictors of students’ intrinsic motivation during practical work in physics. International Journal of Science Education, 45(10) 806–826. https://doi.org/10.1080/09500693.2023.2175626
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
Kandemir, H., & Kose, H. (2019). Effects of physical activity based HCI games on the attention, emotion and sensory-motor coordination. In N. Aspragathos, P. Koustoumpardis, & V. Moulianitis (Eds.), Advances in Service and Industrial Robotics. RAAD 2018. Mechanisms and Machine Science (Vol 67) (pp. 718–727). Springer. https://doi.org/10.1007/978-3-030-00232-9_75
Koivisto, J., & Hamari, J. (2019). Gamification of physical activity: A systematic literature review of comparison studies. In 3rd International GamiFIN Conference, GamiFIN 2019 (pp. 106–117). CEUR-WS. https://web.archive.org/web/20220125095631id_/http://ceur-ws.org/Vol-2359/paper10.pdf
Krath, J., Altmeyer, M., Tondello, G. F., & Nacke, L. E. (2023, April). Hexad-12: developing and validating a short version of the gamification user types hexad scale. In A. Schmidt, K. Väänänen, T. Goyal, P. O. Kristensson, A. Peters, S. Mueller, J. R. Williamson, & M. L. Wilson, Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1–18). Association for Computing Machinery. https://doi.org/10.1145/3544548.3580968
Laerd Statistics. (n.d.). Mann-Whitney U test using SPSS statistics. Laerd Statistics. https://statistics.laerd.com/spss-tutorials/mann-whitney-u-test-using-spss-statistics.php
Lampropoulos, G., Anastasiadis, T., Siakas, K., & In, L. E. (2019, April). Digital game-based learning in education: Significance of motivating, engaging and interactive learning environments. In O. Khan, P. Marchbank, E. Georgiadou, P. Linecar, M. Ross, G. Staples, & J. Uhomoibhi (Eds.), 24th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE 2019) (pp. 117–127). Solent University. https://www.bcs.org/media/5862/inspire-2019-proceedings.pdf#page=117
Lasala, N. L. (2023). EDUTainment: Effectiveness of game-based activities in teaching ecosystem topics. Recoletos Multidisciplinary Research Journal, 11(2), 69–83. https://doi.org/10.32871/rmrj2311.02.07
Lasala, N. L. (2022). Validation of game-based activities in teaching Grade 7-Biology. Jurnal Pendidikan IPA Indonesia, 11(4), 519–530. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/39185
Leitão, R., Maguire, M., Turner, S., & Guimarães, L. (2022). A systematic evaluation of game elements effects on students’ motivation. Education and Information Technologies, 27, 1081103. https://doi.org/10.1007/s10639-021-10651-8
Ling, L. T. Y. (2018). Meaningful gamification and students’ motivation: A strategy for scaffolding reading material. Online Learning, 22(2), 141–155. https://doi.org/10.24059/olj.v22i2.1167
Lo, K. W., Ngai, G., Chan, S. C., & Kwan, K. P. (2022). How students’ motivation and learning experience affect their service-learning outcomes: A structural equation modeling analysis. Frontiers in Psychology, 13, 825902. https://doi.org/10.3389/fpsyg.2022.825902
Macayan, V. D., Baguistan, D. C., & Golias, J. B. (2022). Game-based activities and gamification in the mastery of science process skills: A systematic literature review. EPRA International Journal of Multidisciplinary Research, 8(7), 388–398. https://doi.org/10.36713/epra10950
Martínez-Rodríguez, A., Cuestas-Calero, B. J., García-de Frutos, J. M., & Marcos-Pardo, P. J. (2021). Psychological effects of motivational aquatic resistance interval training and nutritional education in older women. Healthcare, 9(12), 1665. MDPI. https://doi.org/10.3390%2Fhealthcare9121665
Mastur, R., & Suriaman, A. (2021). Correlation between students’ motivation and English achievement at secondary school level. In W. Striełkowski, J. M. Black, S. A. Butterfield, C.-C. Chang, J. Cheng, F. P. Dumanig, R. Al-Mabuk, M. Urban, & S. Webb (Eds.), Proceedings of the 5th International Conference on Arts Language and Culture (ICALC 2020) (pp. 112–119). Atlantis Press. https://doi.org/10.2991/assehr.k.210226.055
Mauck, M. L. (2022). Promoting self-regulated learning and intrinsic motivation in the middle school choral classroom through e-portfolio assessment: A qualitative instrumental case study [Doctoral dissertation, Liberty University]. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4795&context=doctoral
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525–534. https://doi.org/10.1016/j.chb.2015.08.048
Oclaret, V. N. (2021). Impact of academic intrinsic motivation facets on students’ academic performance [Master’s thesis, La Consolacion University]. https://doi.org/10.13140/RG.2.2.16764.46723
Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and Delphi method. Frontiers in Psychology, 12, 749837. https://doi.org/10.3389/fpsyg.2021.749837
Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(1), 1–12. https://doi.org/10.1186/s41239-017-0069-7
Proulx, J.-N., Romero, M., & Arnab, S. (2017). Learning mechanics and game mechanics under the perspective of self-determination theory to foster motivation in digital game based learning. Simulation & Gaming, 48(1), 81–97. https://doi.org/10.1177/1046878116674399
Rahimi, S., Shute, V., & Zhang, Q. (2021). The effects of game and student characteristics on persistence in educational games: A hierarchical linear modeling approach. International Journal of Technology in Education and Science, 5(2), 141–165. https://doi.org/10.46328/ijtes.118
Rasul, S., & Schwaiger, E. M. (2023). Learning climate, intrinsic motivation and psychological wellbeing among clinical psychology trainees in Pakistan. Journal of Professional & Applied Psychology, 4(2), 152–166. https://doi.org/10.52053/jpap.v4i2.160
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in students’ motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016%/j.heliyon.2023.e19033
Rogers, R. (2017). The motivational pull of video game feedback, rules, and social interaction: Another self-determination theory approach. Computers in Human Behavior, 73, 446–450. https://doi.org/10.1016/j.chb.2017.03.048
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Scherer, B. G. (2017). Game-based learning’s effectiveness in the middle school [Master’s thesis, Bethel University]. https://spark.bethel.edu/etd/564
Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7), e09843. https://doi.org/10.1016/j.heliyon.2022.e09843
Sundjaja, J. H., Shrestha, R., & Krishan, K. (2022). McNemar and Mann-Whitney U Tests. StatPearls Publishing. https://europepmc.org/article/nbk/nbk560699
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students’ motivation and conception of learning. Computers & Education, 110, 143–153. https://doi.org/10.1016/j.compedu.2017.03.014
Taufan, G. T. (2017). Understanding motivation to develop motivational plan in language classroom: A hint for language teachers. LUNAR: Journal of Language and Art, 1(1). https://ejournal.unibabwi.ac.id/index.php/lunar/article/view/69
Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756–773. https://doi.org/10.1080/03075079.2014.950954
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students’ mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning, 35(3), 407–420. https://doi.org/10.1111/jcal.12347
Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of students’ personality traits, motivation and experience with learning outcomes. PLOS ONE, 13(8), e0202172. https://doi.org/10.1371/journal.pone.0202172
Tsai, C. Y., Lin, H. S., & Liu, S. C. (2020). The effect of pedagogical GAME model on students’ PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359–369. https://doi.org/10.1111/jcal.12406
Van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283–297. https://doi.org/10.1016/j.compedu.2018.08.018
Wang, M., & Zheng, X. (2021). Using game-based learning to support learning science: A study with middle school students. The Asia-Pacific Education Researcher, 30, 167–176. https://doi.org/10.1007/s40299-020-00523-z
Wardoyo, C., Dwi Satrio, Y., & Ma’ruf, D. (2020). Effectiveness of game-based learning – Learning in modern education. KnE Social Sciences, 4(7), 81–87. https://doi.org/10.18502/kss.v4i7.6844
White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1–17. https://doi.org/10.4148/2470-6353.1259
Zhang, Q., & Yu, Z. (2022). Meta-analysis on investigating and comparing the effects on learning achievement and motivation for gamification and game-based learning. Education Research International, 2022, 1519880. https://doi.org/10.1155/2022/1519880
Zhong, Q. (2019). Design of game-based collaborative learning model. Open Journal of Social Sciences, 7(7), 488–496. https://doi.org/10.4236/jss.2019.77039
Zimmerling, E., Höllig, C. E., Sandner, P. G., & Welpe, I. M. (2019). Exploring the influence of common game elements on ideation output and motivation. Journal of Business Research, 94, 302–312. https://doi.org/10.1016/j.jbusres.2018.02.030
Downloads
Published
Volume and Issues
Section
Copyright & License
Copyright (c) 2024 Nestor L. Lasala Jr
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
