How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?
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| Title: | How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners? |
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| Language: | English |
| Authors: | Sebiha Balci (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Gamification, Electronic Learning, Learning Motivation, Psychological Needs, Need Gratification, Personal Autonomy, Recognition (Achievement), Academic Achievement |
| DOI: | 10.1002/jcal.70234 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Gamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction. Objectives: To address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment. Methods: Guided by self-determination theory, a gamified online learning environment was developed using TalentLMS. Participants (N = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice). Results and Conclusions: The findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506824 |
| Database: | ERIC |
| Abstract: | Background: Gamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction. Objectives: To address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment. Methods: Guided by self-determination theory, a gamified online learning environment was developed using TalentLMS. Participants (N = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice). Results and Conclusions: The findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70234 |
