A1 Refereed original research article in a scientific journal
Exploring Gameful Motivation of Autonomous Learners
Authors: Vahlo Jukka, Tuuri Kai, Välisalo Tanja
Publisher: Frontiers Media S.A.
Publication year: 2022
Journal: Frontiers in Psychology
Journal name in source: FRONTIERS IN PSYCHOLOGY
Journal acronym: FRONT PSYCHOL
Article number: 825840
Volume: 13
Number of pages: 21
ISSN: 1664-1078
eISSN: 1664-1078
DOI: https://doi.org/10.3389/fpsyg.2022.825840
Web address : https://doi.org/10.3389/fpsyg.2022.825840
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/175040329
In this explorative study, we investigated motives of autonomous learners to participate in an online course, and how these motives are related to gameplay motivations, engagement in the course experience, and learning outcomes. The guiding premise for the study has been the idea that learning and game playing carry phenomenal similarities that could be revealed by scrutinizing motives for participating in a massive open online course that does not involve any intentionally game-like features. The research was conducted by analyzing survey data (N = 705) collected from individuals who had voluntarily participated in an open online course about artificial intelligence and its societal impact. The survey included an explorative Motives for Autonomous Learning (MAL) inventory. Exploratory factor analysis suggested that the MAL inventory consisted of six dimensions out of which four were consistent with factors that earlier research has associated with motives to engage with video games. Of the identified factors, the dimension that most clearly described autonomous and playful predispositions was found to be a main precedent for both experienced gamefulness of the learning experience and positive learning outcomes. In all, the results of this study demonstrated that playfulness and autonomy were both prominent and significant factors across the whole learning process.
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