Potentials and limits of gamification in distance education to foster students' motivation: An empirical work using quantitative and qualitative analysis to expand the literature

Abstract

The goal of this thesis was to develop, implement, and validate the use of gamification in distance education of educational science. It was of interest to utilize gamification concepts with specific game elements for individual and collaborative learning to foster motivation. In addition, the aim was to explore gamification mechanics associated with gamification user types to make progress toward developing a motivational design based on gamification. This thesis includes three empirical investigations, which are described in chapters two, three and four. Two studies used a mixed methods approach with quantitative and qualitative analysis and the third examination focused on a quantitative design to gain findings. Chapter one of this dissertation offers a general introduction to the issue and theoretical framework of this thesis. Then, chapter two of this study argued that gamification and the implementation of game elements such as badges and progress bars can potentially foster students’ motivation in online learning environments. In chapter three, a second gamification concept for gamified face-to-face learning in on-campus seminars was developed, implemented, and valuated. For this gamification concept, the specific game elements of points, respective scores, and leaderboards were selected to research the influence on intrinsic motivation and collaborative learning. Then, chapter four focused on connecting gamification user types, their associated mechanics, and online learning activities for distance learners. It was argued that specific gamification mechanics match certain gamification user types in terms of their motivation and drive, which can explain students’ motivational learning behavior. Knowing the target group’s needs, interests, and learning preferences represents a helpful aspect for designing suitable motivational concepts based on gamification user types. Finally, chapter five concluded this thesis with a general discussion. Here, the main findings from the studies and their research questions were summarized. A discussion of gamification’s motivational effect, motivation design based on gamification, and the methods employed in this thesis followed. Limitations for this thesis were then explained and practical implications for institutions, instructors, teachers, and learners in distance education elaborated. Finally, future research avenues building on the results of this thesis were developed as recommendations for other researchers in this field.