BS (Social Sciences & Liberal Arts)
Faculty / School
School of Economics and Social Sciences (SESS)
Department of Social Sciences & Liberal Arts
Date of Award
Date of Submission
Dr. Ayesha Zia, Assistant Professor, Department of Social Sciences
SSLA Culminating Experience
The purpose of gamification is to digitally engage and motivate individuals through game mechanics and experiences (Burke, 2014). The Self-determination theory talks about the individual behavior, known as intrinsic motivation, through which individuals motivate themselves (Ryan & Deci, 2000). This research paper intended to explore the impacts of gamification, when used as a recruitment tool, on intrinsic motivation, by taking into consideration the Self-determination theory. It is essential for the process of gamification to lead to intrinsic motivation because it is the intrinsic motivation that permits an individual to be involved in something out of enjoyment and interest, and a process that is intrinsically motivating supports satisfaction, learning, and well-being (Deci & Ryan, 2012; Kasser & Ahuvia, 2002; Williams et al., 2009). The results pointed toward a lack of intrinsic motivation when it comes to gamified assessments. The factors responsible for this were demotivation, spontaneous results, extrinsic motivators, reduced perceived competence, exhaustion, unfairness, anxiety, and depression. These factors played a preventive role in satisfying the three needs defined by Self-determination theory and thus, prevented the individuals from developing intrinsic motivation and enjoyment during the gamification process.
Rehman, S. (2022). Gamification and self-determination theory: do gamified assessments intrinsically motivate applicants? (Unpublished undergraduate project). Institute of Business Administration, Pakistan. Retrieved from https://ir.iba.edu.pk/sslace/155
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