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Facilitating intrinsic motivation in tertiary education through gameful design
Dissertation (MIS)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613622201483264 |
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| access_status_str | Open Access |
| author2 | De Beer, J.W. (Koos) |
| author_browse | De Beer, J.W. (Koos) |
| author_facet | De Beer, J.W. (Koos) |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MIS)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/66671 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:04.068Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/66671 Facilitating intrinsic motivation in tertiary education through gameful design De Beer, J.W. (Koos) annique.smith@up.ac.za Bothma, T.J.D. (Theodorus Jan Daniel) Smith, Annique Elizabeth UCTD Gameful design Intrinsic motivation Self-determination theory Tertiary education Gamification Engineering, built environment and information technology theses SDG-04 SDG-04: Quality education Dissertation (MIS)--University of Pretoria, 2018. Modern education systems tend to focus on the use of external pressures to motivate students to learn. Intrinsic motivation - motivation to do something because it is enjoyable in and of itself – by contrast, is more valuable in these environments as it has multiple benefits, such as better conceptual understanding and more sustained learning behaviour. The primary way to facilitate intrinsic motivation is to meet the three basic psychological needs of autonomy, competence and relatedness. Games are inherently effective at satisfying these needs and have in recent years begun to be used in non-game contexts, like education, in order to attempt to improve motivation. This is commonly known as gamification, although gameful design is the more beneficial counterpart thereof since it is directly based on a deep understanding of what makes games good motivators. This study addresses the question of how gameful design can be used to facilitate intrinsic motivation in a tertiary education setting. This is done through an examination of existing literature in order to inform the design of a gameful intervention, which is the focus of this research. This intervention includes a new website, additional exercises on course content as well as changes to lectures. The intervention (in the form of a pilot study and a final implementation) is used in a first year undergraduate module in the Multimedia degree at the University of Pretoria. When the intervention has been used by the students for a full semester, data are collected in the form of questionnaires, focus groups, Google Analytics, website database logs and observation. The results indicate that the gameful intervention meets the three basic psychological needs of those students who interacted with it. As a result of this, students are more intrinsically motivated to interact with the intervention and therefore spend more time engaging with the course content. This study contributes a list of guidelines for educators wishing to use gameful design in their own modules. It also provides the details of the design of the intervention in order to aid the understanding of how gameful design can be used to facilitate intrinsic motivation. This approach to “gamifying” education is rare in the existing literature and can therefore be considered a valuable contribution. Information Science MIS Unrestricted 2018-10-01T09:21:44Z 2018-10-01T09:21:44Z 2018 2018 Dissertation Smith, AE 2018, Facilitating intrinsic motivation in tertiary education through gameful design, MIS Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/66671> S2018 http://hdl.handle.net/2263/66671 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Gameful design Intrinsic motivation Self-determination theory Tertiary education Gamification Engineering, built environment and information technology theses SDG-04 SDG-04: Quality education Facilitating intrinsic motivation in tertiary education through gameful design |
| title | Facilitating intrinsic motivation in tertiary education through gameful design |
| title_full | Facilitating intrinsic motivation in tertiary education through gameful design |
| title_fullStr | Facilitating intrinsic motivation in tertiary education through gameful design |
| title_full_unstemmed | Facilitating intrinsic motivation in tertiary education through gameful design |
| title_short | Facilitating intrinsic motivation in tertiary education through gameful design |
| title_sort | facilitating intrinsic motivation in tertiary education through gameful design |
| topic | UCTD Gameful design Intrinsic motivation Self-determination theory Tertiary education Gamification Engineering, built environment and information technology theses SDG-04 SDG-04: Quality education |
| url | http://hdl.handle.net/2263/66671 |