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Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables

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Listed:
  • Ana López-Martínez

    (Faculty of Sport, Catholic University of Murcia (UCAM), 30107 Murcia, Spain)

  • Lourdes Meroño

    (Faculty of Sport, Catholic University of Murcia (UCAM), 30107 Murcia, Spain)

  • María Cánovas-López

    (Faculty of Sport, Catholic University of Murcia (UCAM), 30107 Murcia, Spain)

  • Antonio García-de-Alcaraz

    (Faculty of Educational Sciences, University of Almería, 04120 Almería, Spain
    SPORT Research Group (CTS-1024), CERNEP Research Center, University of Almería, 04120 Almería, Spain)

  • Luis Manuel Martínez-Aranda

    (Faculty of Sport, Catholic University of Murcia (UCAM), 30107 Murcia, Spain
    MALab (Movement Analysis Laboratory) Research Group, Catholic University of Murcia (UCAM), 30107 Murcia, Spain)

Abstract

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used.

Suggested Citation

  • Ana López-Martínez & Lourdes Meroño & María Cánovas-López & Antonio García-de-Alcaraz & Luis Manuel Martínez-Aranda, 2022. "Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables," Sustainability, MDPI, vol. 14(17), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:11014-:d:906154
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    References listed on IDEAS

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    1. Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
    2. Rocío Martínez-Jiménez & Cristina Pedrosa-Ortega & Ana Licerán-Gutiérrez & M. Carmen Ruiz-Jiménez & Elia García-Martí, 2021. "Kahoot! as a Tool to Improve Student Academic Performance in Business Management Subjects," Sustainability, MDPI, vol. 13(5), pages 1-13, March.
    3. Rizwan Raheem Ahmed & Faryal Salman & Shahab Alam Malik & Dalia Streimikiene & Riaz Hussain Soomro & Munwar Hussain Pahi, 2020. "Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis," Sustainability, MDPI, vol. 12(1), pages 1-28, January.
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    5. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
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