Extrinsic Motivation Research Articles

Motivation Differences Between Different Groups of International Business Students in Guangdong Communication Polytechnic

This study investigated the motivations of 332 students from Guangdong Communication Polytechnic, conceptualizing the students’ motivations for studying international business. The students answered a motivation questionnaire with 30 Likert-type questions. This questionnaire was built to collect information about students’ motivations to study international business for international business teachers and researchers. The questionnaire was adopted from Glynn (2009). The grading of the questionnaire was reliable and related to the students’ preparation before entering the polytechnic, their grade point averages in international business courses, and their faith in the relevance of international business courses for their future occupations. The conceptualization of motivation for studying international business was divided into five aspects, including internal motivation and individual relevance, self-efficiency and judgement anxiety, independence, occupation motivation, and degree motivation (Glynn, 2009). The result of this study showed that in their final year, international business students achieved the best performance in internal motivation and individual relevance, self-efficiency, and independence for international business learning. Second-year students had the best extrinsic motivation. The freshmen reported the most anxiety in assessments.

Exploring gender dynamics in cybersecurity education: A self-determination theory and social cognitive theory perspective

The cybersecurity industry is facing two major challenges as cyber threats get more serious: a shortage of skilled workers to defend against these attacks and a noticeable underrepresentation of women in the field, underscoring the critical need for diversity and skill development. This research explores variations in cybersecurity learning based on gender using the frameworks of self-determination and social cognitive theories. Conducted over two years, the research utilized a Capture The Flag (CTF) platform to facilitate learning and assess outcomes. This study explores the gender disparities in key areas such as intrinsic and extrinsic motivation, self-efficacy, conceptual grasp, and performance across five distinct cybersecurity subdomains: web exploitation, cryptography, cyber forensics, binary exploitation, and reverse engineering. The comprehensive evaluation included participant interaction with learning materials, their adeptness in practical exercises, and their achievements in a comprehensive contest covering five essential cross-domain cybersecurity concepts. Pre- and post-study surveys were instrumental in tracking shifts in motivation and self-efficacy levels. Findings pointed to notable gender-based differences in motivational aspects and self-belief following the learning phase, with conceptual understanding and the ability to replicate challenges also varying significantly between genders, highlighting disparities in educational outcomes. Domain-based analysis reveals notable gender differences: male participants excelled in solving reverse engineering and cryptography problems, whereas female participants performed better in cyber forensics and web exploitation challenges. These findings underscore the importance of tailored educational strategies in cybersecurity training to bridge the gender gap and foster a more diverse and capable workforce, addressing both the skill shortage and the need for broader representation in the field.

Menemukan Solusi Cerdas: Merumuskan Strategi Peningkatan Kinerja Karyawan KUA Berdasarkan Kajian Sistematis Literatur Review

This systematic literature review research explains the leadership and motivation of employee performance in KUA. As a technical implementation unit under the directorate general of Islamic community guidance as stated in PMA 34 of 2016, KUA has served the daily lives of Indonesian people such as marriage, marriage guidance and zakat waqf. However, the performance of KUA employees is often faced with various challenges, such as lack of leadership and motivation. Optimal performance of KUA employees is the key to providing quality services to the community. This study aims to find smart solutions in formulating strategies to improve the performance of KUA employees based on a systematic review of leadership and motivation review literature. The study was conducted by collecting and analyzing literature related to factors that affect the performance of KUA employees, as well as effective strategies to improve the performance of the State civil apparatus (ASN) in the religious affairs office. The results showed that there are several factors that affect the performance of KUA employees, namely transformational leadership, charismatic leadership, intrinsic motivation, and extrinsic motivation. These factors are interrelated and can be optimized to improve the performance of KUA employees.

Institutionalized governance on organizations via norm‐based policy instrument: Evidence from cleaner production in China

AbstractRegulating organizations to align their private interests with public interests is important, especially for collective action problems in climate and sustainability governance. Whereas these issues are not satisfactorily addressed by conventional regulations, norms are envisioned as a promising alternative. But norm‐based policy instruments are not well understood regarding their scalable effects on substantive organizational actions, given the presence of other regulations. We advance a conceptual framework, accounting for norm‐based interventions' potential effects on organizational actions and their differences from conventional regulations in institutionalized governance. Based on the setting of cleaner production (CP) in China and an event study strategy, we provide empirical evidence consistent with the framework: non‐regulatory, norm‐based interventions led to nation‐wide, significant improvement in plant‐level CP; the effects were stronger via network‐based diffusion and local internalization, weakened by extrinsic motivation from regulations, and associated with managerial conformity, not innovation. We estimate substantive benefits of norms in public goods provision, with the amount of water saved equivalent to the consumption of a water‐scarce province in China. Our findings provide consistent explanations for norm‐based instruments in real governance settings, showing them as a complement to other policies in shaping organizations and guiding proactive transitions to address global challenges.

The Teacher’s Role in Motivating Students to Learn English in High School Level

Creating a positive learning environment in the classroom by integrating students is crucial since learning is fundamentally about the interaction between teachers, students, and their surroundings with the goal of positive behavior changes. As a result, teachers must play a part in inspiring students to study more actively in the classroom. This research aims to determine the role of teachers in motivating student learning in English subjects. This qualitative study employed data collection techniques, including observation, interviews, and documentation. This research lasted for two months. The population in this study consisted of teachers and students of MA Bustanul Ulum Toddolimae, with the research sample consisting of one English teacher and six class X students. Thesis used qualitative data analysis techniques developed by Miles and Huberman, namely data reduction, data presentation, and concluding. The findings indicate that English teachers act as motivators, mediators, and innovators in teaching and learning activities to motivate students to participate in learning activities. This research proves that the teacher's role is very important in motivating teaching and learning activities, and the impact of providing motivation is that students feel interested and enjoy participating in English learning activities. Therefore, teachers can be said to be motivators, mediators, and innovators, while students have intrinsic and extrinsic motivation. Therefore, it is important for all educational actors, especially teachers directly involved in interacting with teachers, to help students learn in class by involving several roles that are proven to help students learn.

Enhancing University Students' Motivation in Basketball Courses through Tactical Games Model.

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs.

A Design Guide for Worship Spaces at Home: Exploring the Influence of Extrinsic Motivation on Intrinsic Motivation in Worshipping

A Design Guide for Worship Spaces at Home: Exploring the Influence of Extrinsic Motivation on Intrinsic Motivation in Worshipping

Partnered dance evokes greater intrinsic motivation than home exercise as therapeutic activity for chemotherapy-induced deficits: secondary results of a randomized, controlled clinical trial.

Dance has been proposed to support superior intrinsic motivation over non-dance forms of therapeutic physical activity. However, this hypothesis has yet to be evaluated empirically, particularly among populations living with neuropathology such as survivors of cancer with neurologic complications from chemotherapy treatment. Questions about motivation are relevant to clinical outcomes because motivation mediates neuroplasticity. We conducted this secondary analysis of a randomized-controlled study to begin to investigate the relationships between personal motivation and neurophysiologic effects of dance-based intervention for healthy aging among populations with neurologic complications of cancer. We measured motivation using the Intrinsic Motivation Inventory, a validated patient-reported outcome from the psychological approach of Self Determination Theory. We assessed intrinsic motivation, extrinsic motivation, and satisfaction with intervention within a randomized controlled trial of dance versus exercise designed to alleviate symptoms of chemotherapy-induced impairment. Fifty-two survivors of breast cancer with chemotherapy-induced neuropathy diagnosis and associated sensorimotor functional deficits were randomized (1:1) to 8 weeks of partnered dance or home exercise, performed biweekly (NCT05114005; R21-AG068831). While satisfaction did not differ between interventions, intrinsic motivation was higher among participants randomized to dance than those randomized to exercise (p < 0.0001 at all timepoints: 2 weeks, 4 weeks, 6 weeks, and 8 weeks of intervention), as was extrinsic motivation at 2 weeks (p = 0.04) and 8 weeks (p = 0.01). These data provide evidence that social dance is more motivating than the type of home exercise generally recommended as therapeutic physical activity. The results inform directions for future study of the effect of dance-based therapeutics on embodied agency, neuroplastic changes, and clinically-relevant neuropathic improvement.

Church Ministry Participants&amp;apos; Learning Participation Motives Effect on Servant Leadership

This study was conducted in order to investigate the structural relationship between the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyzing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analysis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants’ intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.

Can self-reliant societies be potential adopters of electric bicycles? Examining the role of sociopsychological influences among the university employees in India

Electric bicycles (e-bikes) are gaining popularity globally as green and active modes of transport. Research on e-bike adoption to date has predominantly investigated various extrinsic motivations to use an e-bike, and little is known about the psychological influences. Examining the influence of psychological determinants is crucial to comprehend the unobserved individual and social factors affecting e-bike adoption. This study aims to determine the sociopsychological influences associated with e-bike use among the daily commuters (employees) of two university campuses in India which represent self-reliant societies. The study extends the classic Theory of Planned Behaviour (TPB) framework to account for influences like personal norms, knowledge of e-bikes, and parking anxiety, in addition to fundamental TPB constructs (attitudes, subjective norms, and perceived behavioural control). Results are constructed by a structural equation model (SEM) for a sample of 347 non-users of e-bikes. SEM model indicates that among all TPB constructs, subjective norms are the strongest predictors of intentions to use e-bikes. Both subjective norms and attitudes have a significant positive effect on adoption intentions, whereas perceived behavioural control has a significant negative effect. Personal norms had significant indirect positive effects on e-bike use intentions with fundamental TPB constructs as mediators. Interestingly, parking anxiety (anxiety from missing the car parking spaces) positively, and knowledge of e-bikes negatively influence the e-bike adoption intentions. Further, comparison by psychological influences reveals that a significant difference exists between the perceptions of the two university commuters towards e-bike use, possibly due to the distinct terrain and climate characteristics of the universities. The study findings have implications for designing effective e-bike interventions and awareness programs seeking to promote e-bike adoption, particularly in self-reliant communities.

Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement

Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.

Ispitivanje medijske uloge percipirane organizacijske podrške u odnosu između motivacije zaposlenika i namjere ostanka

Scholars have recognized various factors that influence the motivation of employees. However, there is still insufficient research into what determines employees’ intention to stay in the organization. Using survey data from private sector employees in Kota Kinabalu, Sabah, this study investigates the mediating role of organizational support in employee motivation and the decision to stay. To investigate whether the perceived organizational support mediates the influence of extrinsic and intrinsic motivation on the intention to stay, the study uses Model 4 of Hayes’ PROCESS macro in SPSS. The results show that employees’ extrinsic and intrinsic motivation significantly impact their decisions to stay in the organization. In addition, the effect of extrinsic and intrinsic motivation on the intention to stay is partially mediated by the level of perceived organizational support. The study’s results contribute to understanding the importance of employee motivation for the intention to stay in an organization and highlight organizational support’s role in employees’ intention to stay. The study discusses practical implications and directions for future research.

Motivational factors as determinant of mathematics achievement of students in senior secondary schools

The issue of student motivation is of utmost importance for achieving academic excellence in secondary schools. This study aimed to investigate the influence of motivational factors on the academic achievement of senior secondary school students in mathematics. The study was guided by five hypotheses and underwent testing at a significance level of 0.05. A descriptive survey design was employed, specifically selecting five senior secondary schools in the study area. A total of 300 students from these schools, located in the Ijebu Ode Local Government Area of Ogun State, Nigeria, were selected. The research utilised questionnaires and a Mathematics Achievement Test (MAT), with reliability coefficients of 0.75 and 0.80, respectively. The findings revealed that intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation had a positive and significant impact on academic achievement. Furthermore, when these factors were considered collectively, they demonstrated a significant influence. The conclusion drawn from this study is that motivational factors greatly affect the academic achievement of senior secondary school students in mathematics in Ijebu Ode, Ogun State, Nigeria. Therefore, it is recommended that schools actively promote these factors during the teaching and learning processes to enhance students' achievement in mathematics.

The Correlation Betweent Students Motivationand Their Achievement Score in Learning English at 11th grade of Ashhabul Yamin Islamic Boarding School

Most of the problems that arise indicate lack of motivation of grade 1 students of the Ashhabul Yamin Islamic boarding school.For example, most students are not interested in learning English, less motivational words from the teacher.Many students do not complete their homework at home and also many students think English is a difficult subject because they don't have anyone to support them directly including their classmates. This study aims to determine whether there is a relationship between student motivation and student academic achievement in learning English. This research is a correlational research. Total population is 44 students, the sample is 26 students. Researchers used purposive sampling on determine the sample in this study. To collect data, researchers use questionnaire and documentation. To analyze the data collected, researchers useSpearman's Rating Correlation Coefficient (and to test the hypothesis,the researcher uses the t-test formula and consults the results into the t-table with = 0.05. The finding of the research revealed that the coefficient of correlation ( was -0.115. It means, there is no correlation between extrinsic motivation and students’ academic achievement in studying English. In the other words, based on hypothesis testing, the t- score was -0.114 whereas t-table on = 0,05 was 0.404. It means, the tscore was smaller than the t-table. Hence, Ha rejected and Ho accepted, which stated that there is no significant correlation between students motivation and students’ achievement in studying English.

Exploring e-sports fans’ motivation for watching live streams based on self-determination theory

This study seeks to examine the multifaceted influences of diverse motivational factors on the live streaming engagement of e-sports fans based on self-determination theory. While previous research has focused on the offline participation in e-sports events, the shift towards live streaming engagement has created a new and underexplored area: the motivations for live streaming viewing among e-sports fans. Consequently, this research develops an e-sports Live Streaming Viewing Motivation Scale for evaluating both intrinsic and extrinsic motivations underlying e-sports fans’ live streaming engagement, and then utilises SPSS 26.0 and AMOS 26.0 to assess the reliability and validity of the scale. Subsequently, multiple linear regression analysis of 1052 questionnaires is employed to construct models and evaluate hypotheses. Findings indicate that : (1) Intrinsic motivation exhibits significant impact on the live viewing behaviour of e-sports fans. (2) However, the impact of extrinsic motivation is insignificant. (3) When both intrinsic and extrinsic motivations coexist, intrinsic motivation maintains a positive impact, whereas extrinsic motivation demonstrates a negative influence. (4) The motivational influence is multifaceted; notably, dimensions such as idol worship, leisure entertainment, and competitive stimulation positively affect live viewing motivation, while belonging identification, social engagement, and peripheral activities exert a negative impact. In conclusion, intrinsic motivation emerges as the primary driving force behind e-sports fans’ live streaming viewing behaviour. Extrinsic motivation fails to independently influence live streaming engagement and even dampens enthusiasm when combined with intrinsic motivation. Theoretically, this study contributes to the existing literature on Self-determination theory and motivations behind e-sports live streaming viewing behaviour. It not only refines the motivation scale, but also elucidates the impact of various motivations on viewing behaviour. Practically, it provides insights for optimising e-sports products and services.

How the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity

This study aims to examine the effects of different instructional interventions (i.e., autonomy-supportive, controlling, or a combination thereof) on student motivation and academic research performance. Here, a total of 328 s-year Chinese students majoring in mathematics completed the Academic Motivation Scale (AMS) survey before and after the intervention involving an array of research-related assignments. Learners in the autonomy-supportive group showed a lower level of amotivation and higher intrinsic motivation compared to the pretest; the differences were 2.62 and 11.95 points. Their level of extrinsic motivation remained unchanged. The controlling intervention had the opposite effect, causing the mean extrinsic motivation score to increase by 10.25 points. The hybrid approach showed significant improvement in all three scales: amotivation (−3.82 points), extrinsic motivation (+4.35 points), and intrinsic motivation (+7.13 points). The autonomy-supportive teaching style corresponds to lower scores in mathematical modeling (72.30), linear algebra (74.62), and numerical analysis (77.65). High standard deviations indicate that research activity scores are spread out over a wide range. The controlling instructional approach yielded higher scores (83.95, 81.68, and 81.88 points, respectively) with the smallest standard deviations. Learners in the hybrid group scored the highest (86.98, 82.30, and 82.90 points, respectively), with moderate standard deviations indicating a well-balanced performance. The findings indicate that a hybrid approach, which combines autonomy support with instructor control, is the most effective in enhancing both intrinsic and extrinsic motivation among students, as well as improving their academic performance. The implications for higher education policy include the necessity of developing and implementing hybrid learning models that cater to the individual needs of students while providing the requisite level of support and oversight.

Ethiopian High School Students’ Reading Motivation and Their Reading Achievement in EFL Classes

This study examined the relationship between Ethiopian grade 9 students’ reading motivation domains and their reading achievement in EFL classes. A sample of 120 9th graders of Debre Eba Secondary School in Debre Berhan town, participated in the study. Employing a correlational type of design, the study utilized questionnaire and reading achievement test to collect data. SPSS (Version, 25) was used to analyze data. The findings revealed that students’ reading motivation domains were significantly associated to reading achievement. The aspects i.e. extrinsic motivation, intrinsic motivation, self-efficacy and social motivation were positively and significantly related to reading achievement. However, a negative and non-significant correlation was found between reading avoidance and reading achievement. It was also found that students’ reading motivation domains together predicted their reading achievement. Thus, it can be concluded that students’ reading motivation domains are related to reading achievement while reading texts in EFL classes. Besides, the reading motivation aspects in combination are predictors of reading achievement. Finally, the study suggests that reading motivation strategies should be given critical attention in order to improve secondary school students’ reading comprehension and achievement.

대학 입학전형 선택의 영향 요인 분석

Objectives The purpose of this study is to analyze the factors that affect the choice of admission types among college students, including personal background, self-efficacy, autonomy, learning motivation, and major selection motivation. Methods To achieve this goal, a survey was conducted on 1,099 students enrolled at A University in Seoul. Factors influencing admission type preferences were analyzed using chi-square tests, one-way ANOVA, and multinomial logistic regression. Results Differences in admission type preferences emerged based on students' backgrounds, including the region and type of their high school, and the highest educational attainment of their guardians. Among personal characteristics, significant disparities in admission-type preferences were observed based on self-efficacy and major selection motivation. In relation to the origin of the high school, as the region shifted to Seoul and the metropolitan area, and as the educational attainment of male guardians increased, along with stronger intrinsic motives for major selection, the likelihood of opting for the regular comprehensive evaluation process increased. Conversely, in cases where the originating high school was located in urban or smaller cities, and when female guardians possessed higher educational qualifications, along with stronger extrinsic motives for major selection, there was an elevated probability of preferring the regular admission method. Conclusions Given the variations in the backgrounds and attributes of students selecting university admission types, universities should take a keen interest not only in the selection process but also in academic and career support.

WeChat Adoption among Older Adults and Urban-Rural Differences in China

At the intersection of social digitization and population aging, the challenge of older adults fitting into digital life is becoming more prominent. To understand how to help older adults adopt digital life, this study builds upon the Technology Acceptance Model (TAM) and developed the Digital Technology Motivation Interaction Model (DTMIM) to study the complex effects of autonomous motivation (perceived usefulness, perceived ease of use, perceived enjoyment), controlled motivation, and digital feedback on WeChat adoption among older adults, as well as the urban-rural differences. The results of the questionnaire survey and Fuzzy-set Qualitative Comparative Analysis (fsQCA) show that: First, no single construct is a necessary condition for a high (non-high) attitude toward using (ATU) or high (non-high) actual using (AU). Second, we identified two configurations that trigger high ATU including the autonomy-motivation type and digital feedback under motivational synergy, and three configurations that enable high AU including motivational synergy type, digital feedback under autonomous extrinsic motivation, and digital feedback under motivational synergy. Third, the configurations of high ATU and high AU show significant differences between urban and rural areas. Autonomy motivation plays a universal role in urban older adults’ WeChat adoption, while digital feedback is critical for rural older adults. The configuration analysis of DTMIM and urban-rural differences is not only an adaptive improvement of TAM but also provides new methods and perspectives for future research on the adoption of digital technology.

Gamification Approach to Provide Support About the Deferral Experience in Blood Donation: Design and Feasibility Study.

Multiple studies have examined the impact of deferral on the motivation of prospective blood donors, proposing various policies and strategies to support individuals who undergo this experience. However, existing information and communications technology systems focused on blood donation have not yet integrated these ideas or provided options to assist with the deferral experience. This study aims to propose an initial gamified design aimed at mitigating the impact of the deferral experience by addressing the drivers of awareness and knowledge, interaction and validation, and motivation. Additionally, the study explores the feasibility of implementing such a system for potential users. We conducted a literature review focusing on the dynamics of motivation and intention related to blood donation, as well as the deferral situation and its impact on citizens. Through this review, we identified weak donor identity, lack of knowledge, and reduced motivation as key factors requiring support from appropriate interventions. These factors were then defined as our key drivers. Taking these into account, we proposed a gamification approach that incorporates concepts from the MDA framework. The aim is to stimulate the aforementioned drivers and expand the concept of contribution and identity in blood donation. For a preliminary evaluation, we designed a prototype to collect feedback on usability, usefulness, and interest regarding a potential implementation of our proposed gamification approach. Among the participants, a total of 11 citizens interacted with the app and provided feedback through our survey. They indicated that interacting with the app was relatively easy, with an average score of 4.13 out of 5 when considering the 11 tasks of interaction. The SUS results yielded a final average score of 70.91 from the participants' answers. Positive responses were received when participants were asked about liking the concept of the app (3.82), being likely to download it (3.55), and being likely to recommend it to others (3.64). Participants expressed positivity about the implementation of the design but also highlighted current shortcomings and suggested possible improvements in both functionality and usability. Although deferral is a common issue in blood donation, there is a missed opportunity in existing ICT services regarding how to effectively handle such experiences. Our proposed design and implementation seem to have captured the interest of prospective users due to its perceived positive usefulness and potential. However, further confirmation is needed. Improving the design of activities that currently rely heavily on extrinsic motivation elements and integrating more social components to create an enhanced activity loop for intrinsic motivation could further increase the value of the proposed project. Future research could involve conducting a more specialized and longitudinal design evaluation with a larger sample size.