Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual v...

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Detalhes bibliográficos
Autores: López Martínez, Ana, Meroño, Lourdes, Cánovas López, María, García de Alcaraz, Antonio, Martínez Aranda, Luis Manuel
Formato: artículo
Fecha de publicación:2022
País:España
Recursos:Universidad Católica San Antonio de Murcia (UCAM)
Repositorio:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
OAI Identifier:oai:repositorio.ucam.edu:10952/10689
Acesso em linha:http://hdl.handle.net/10952/10689
Access Level:acceso abierto
Palavra-chave:Physical education
Teaching
Gamification
Kahoot
Motivation
University student
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spelling Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual VariablesLópez Martínez, AnaMeroño, LourdesCánovas López, MaríaGarcía de Alcaraz, AntonioMartínez Aranda, Luis ManuelPhysical educationTeachingGamificationKahootMotivationUniversity studentThe application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used.Actividad Física y DeporteDeporte2022info:eu-repo/semantics/articlehttp://hdl.handle.net/10952/10689reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murciainstname:Universidad Católica San Antonio de Murcia (UCAM)Inglésinfo:eu-repo/semantics/openAccessoai:repositorio.ucam.edu:10952/106892026-06-07T18:35:21Z
dc.title.none.fl_str_mv Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
title Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
spellingShingle Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
López Martínez, Ana
Physical education
Teaching
Gamification
Kahoot
Motivation
University student
title_short Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
title_full Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
title_fullStr Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
title_full_unstemmed Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
title_sort Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables
dc.creator.none.fl_str_mv López Martínez, Ana
Meroño, Lourdes
Cánovas López, María
García de Alcaraz, Antonio
Martínez Aranda, Luis Manuel
author López Martínez, Ana
author_facet López Martínez, Ana
Meroño, Lourdes
Cánovas López, María
García de Alcaraz, Antonio
Martínez Aranda, Luis Manuel
author_role author
author2 Meroño, Lourdes
Cánovas López, María
García de Alcaraz, Antonio
Martínez Aranda, Luis Manuel
author2_role author
author
author
author
dc.subject.none.fl_str_mv Physical education
Teaching
Gamification
Kahoot
Motivation
University student
topic Physical education
Teaching
Gamification
Kahoot
Motivation
University student
description The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10952/10689
url http://hdl.handle.net/10952/10689
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
instname:Universidad Católica San Antonio de Murcia (UCAM)
instname_str Universidad Católica San Antonio de Murcia (UCAM)
reponame_str RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
collection RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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