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Old school or new school? : exploring the effect of gamification elements within an Augmented Reality application on students’ motivation when performing an assembly task

Roelofsen, E.G. (2020) Old school or new school? : exploring the effect of gamification elements within an Augmented Reality application on students’ motivation when performing an assembly task.

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Abstract:Background and purpose: The effects of gamification elements within an augmented reality application on students’ motivation to perform an assembly task have been researched. Augmented Reality and gamification have been researched before, but separately. It is unknown if the motivational properties of Augmented Reality and gamification become stronger when they are combined. This combination is used within an experimental lab setting where indivuals need to complete an assembly task. Self-Determination Theory is used as the framework to define and observe motivation. In addition, it was also examined what possible effect past experience(s) with Augmented Reality and an assembly task can have on the participants’ performance. Method: Three manipulations existed next to a plain condition that served as a baseline. Eventually, 106 students were randomly assigned to either the plain, leaderboard, badges, or levels condition. As Self-Determination Theory was used as a framework, the Basic Psychological Needs Scale to measure autonomy and competence satisfaction, and the Situational Motivational Scale to determine the locus of motivation were used. Results: The only found main effect was between gamification and the level of uncertainty. The difference was due to the leaderboard condition having a significantly lower level of uncertainty in comparison to all other conditions. It was explored if competence satisfaction mediated the main effect, which was concluded not to be the case. Furthermore, it was found that past experience with Augmented Reality and past experience with similar tasks had no significant effect on the performance of the participants. Conclusion: The present study explored how the motivation of students is influenced when gamification and Augmented Reality are combined. It was found that only the leaderboard condition influenced the level of uncertainty of the participants. All other gamification elements and none of the past experience variables affected the motivation or performance of the participants. As this was a first study of its kind, multiple suggestions for future research are discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:05 communication studies, 50 technical science in general, 81 education, teaching
Programme:Communication Studies MSc (60713)
Link to this item:http://purl.utwente.nl/essays/83385
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