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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?
Language: English
Authors: Sebiha Balci (ORCID 0000-0002-4004-7757), Bradley J. Morris (ORCID 0000-0002-1094-2558)
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
FullText Text:
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  Data: How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?
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  Data: <searchLink fieldCode="AR" term="%22Sebiha+Balci%22">Sebiha Balci</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4004-7757">0000-0002-4004-7757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bradley+J%2E+Morris%22">Bradley J. Morris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1094-2558">0000-0002-1094-2558</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: 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
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Need+Gratification%22">Need Gratification</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Achievement%29%22">Recognition (Achievement)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: 10.1002/jcal.70234
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  Data: 0266-4909<br />1365-2729
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  Data: 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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      – SubjectFull: Electronic Learning
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      – SubjectFull: Psychological Needs
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