van Roy, Rob, Deterding, Christoph Sebastian orcid.org/0000-0003-0033-2104 and Zaman, Bieke (2018) Uses and Gratifications of Initiating Use of Gamifed Learning Platforms. In: CHI'18 Extended Abstracts. 2018 ACM CHI Conference on Human Factors in Computing Systems, 21-26 Apr 2018, https://chi2018.acm.org/. , CAN
Abstract
Research on gamified educational platforms has chiefly focused on game elements motivating continued engagement, neglecting whether and why people choose to use them in the first place. Grounded in Uses & Gratifications Theory, this study therefore combined use diaries with follow-up interviews to explore the situated reasons for use of 83 students who voluntarily used a gamified online learning platform. Partial data analysis suggested a motivational threshold of gamification: game design elements don’t motivate the initiation of new use sessions per se, but are able to prolong an already started session. Some other pre- existing sought uses and gratifications are required for gamification to work, although gamification may indirectly support these. Main reasons for initiating use of a gamified learning platform were learning, curiosity, fun, need for closure, and competence.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Keywords: | gamification,education,uses and gratifications,reasons for use |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Arts and Humanities (York) > Theatre, Film, TV and Interactive Media (York) |
Funding Information: | Funder Grant number EPSRC EP/M023265/1 |
Depositing User: | Pure (York) |
Date Deposited: | 28 Feb 2018 09:50 |
Last Modified: | 03 Apr 2025 23:06 |
Published Version: | https://doi.org/10.1145/3170427.3188458 |
Status: | Published |
Identification Number: | 10.1145/3170427.3188458 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:127999 |