Journal of Information Systems Education (JISE)

Volume 32

Volume 32, Issue 3, Pages 199-212

Summer 2021

Motivation in Gamified Social Media Learning: A Psychological Need Perspective

Kingsley Ofosu-Ampong
Richard Boateng
Emmanuel A. Kolog
University of Ghana Business School
Legon, Accra, Ghana

Thomas Anning-Dorson
University of the Witwatersrand
Johannesburg, South Africa

Abstract: With a high attrition rate among students in online learning, educators and researchers have introduced gamified social media learning platforms which allow students to share their experiences, co-create knowledge, and collaboratively learn about computing principles. However, only a few studies have examined learners’ motivations, antecedents, and consequences on a gamified social learning platform. This study draws on the self-determination theory to test a proposed model for gamification users in computing education. Participants were undergraduate students who completed an online survey during the semester on a course design project. This course aims to prepare students to undertake a significant piece of individual work on a design project and appreciate the appropriate techniques in managing information technology projects. Interestingly, the study found a non-significant relationship between game rewards and how they improve competence. The results expand our understanding of pedagogical strategies and innovation open to education institutions.

Keywords: Gamified social media, Gamification, Student engagement, Self-determination theory, Motivation

Download This Article: JISE2021v32n3pp199-212.pdf

Recommended Citation: Ofosu-Ampong, K., Boateng, R., Kolog, E. A., & Anning-Dorson, T. (2021). Motivation in Gamified Social Media Learning: A Psychological Need Perspective. Journal of Information Systems Education, 32(3), 199-212.