GAMIFICATION SWAY ON THE STUDENTS INTRINSIC MOTIVATION WHEN IT COMES TO LEARNING SCIENCE

M. Sanmugam1, N. Mohd Zaid1, H. Mohamed1, Z. Abdullah1, B. Aris1, H. van der Meijden2

1Universiti Teknologi Malaysia (MALAYSIA)
2Radboud University (NETHERLANDS)
Twenty first century learning has transcended the learning process for the students from the traditional classroom to a technology supported form of learning. Although the use of technology has helped mold an interesting and addictive form of learning, the effectiveness towards intrinsic motivation has to be researched in detail. This is further relevant with the infusion of gamification approach into the learning process. As gamification revolves around the use of game elements in non-gaming context; which uses extrinsic form of motivators in influencing and motivating the users; thus it will be vital to see how intrinsic motivation is affected by a gamified based learning. The quantitative form of research was done with two groups; 28 students from the treatment group and 26 students from the control group. The intervention was carried out for the duration of 7 weeks in 3 stages based on the embedded design method. The findings from the intervention showed that the intrinsic motivation constructs of interest, effort, pressure and usefulness was affected in comparison to the control group which showed a mild change when it came to the usefulness construct. Therefore, several unique aspects were identified when it comes to the intrinsic motivational factors of learning using gamification thus paving a path needed to nurture and sustain a high level of intrinsic motivation level to create a base for a meaningful gamification.