Personality effects on students' intrinsic motivation in a gamified learning environment

被引：9

作者：

Tlili, Ahmed ^{[1
]}

Denden, Mouna ^{[2
]}

Essalmi, Fathi ^{[2
]}

Jemni, Mohamed ^{[2
]}

Huang, Ronghuai ^{[1
]}

Chang, Ting-Wen ^{[1
]}

机构：

[1] Beijing Normal Univ, Smart Learning Inst, Beijing, Peoples R China

[2] Univ Tunis, Tunis Higher Sch Engn ENSIT, Res Lab Technol Informat & Commun & Elect Engn La, Tunis, Tunisia

来源：

2019 IEEE 19TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT 2019) | 2019年

关键词：

intrinsic motivation; personality; self-determination theory; gamification; game design elements; Moodle;

D O I：

10.1109/ICALT.2019.00036

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

Promoting intrinsic motivation in classrooms is the central focus of many researchers. Particularly, several studies found that students' individual differences might affect their level of intrinsic motivation. Since personality is considered as one of the most important indicators of individual differences, this study investigates the effect of personality on students' level of intrinsic motivation in a gamified and self-determined online environment. The obtained results showed that only extraversion, conscientiousness and openness personality traits significantly affect students' level of intrinsic motivation to learn. These findings can be considered by designers of gamified learning environments to provide more game design elements in order to enhance students' intrinsic motivation based on their personalities.

引用

页码：100 / 102

页数：3

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