Increase learner engagement by using motivation theories and game-based learning activities

By Alexis Bolick, October 23, 2022

Here is a concept that quite frankly isn't all that original but can quickly become lost in practice: it is possible to create a fun, interactive, and informative learning environment that learners actually want to participate in, even if it is a requirement they do so!

As Instructional Designer professionals, in order to meet this “dream come true” scenario, we have to start looking outside of the box. It isn't enough to follow a formula based on presenting learning objectives with content provided in a strictly linear fashion. When building learning activities, it is important to remember that human beings have naturally curious minds and need to be intrigued by encountering relatable scenarios. Incorporating these concepts is how learners get the most out of their learning experiences.

One way to keep learners intrigued from start to finish is by creating engaging material, such as game-based learning environments, while using evidence-based theories to foster learner immersion and high-level motivation.

Autonomy: Learners feel autonomy when they feel they have a sense of choice, ownership, and volition over their actions

Relatedness: Learners feel a sense of relatedness when they feel like they belong and matter to others within a group

Competence: Otherwise known as mastery, learners feel competent when they feel effective, successful, and a sense of growth

We know the research behind SDT and its positive impact on motivation is vast. If SDT is coupled with effective game-based learning techniques, your learning objects will reach a new level, creating fun, engaging material that piques learners' interest.

For example, studies like this one have shown that within game-based learning environments that utilize SDT along with the three psychological needs (autonomy, relatedness, and competence), learners become intrinsically motivated while staying engaged and learning. An additional, perhaps unintended bonus is that learners can practice vital skills such as critical thinking when making decisions and how to work in teams within high-pressure environments (Buil et al., p. 168).

Game-based learning

Game-based learning (GBL) takes a deeper dive than simply utilizing points or badges to motivate learners. During GBL, entire learning activities are completed just by playing games.

Of course, it isn't enough to simply introduce your LOs and instructional content in a game-based learning environment. To create effective GBL environments, learners need to be intrinsically motivated.

So how do we create intrinsic motivation within GBL environments? One tactic is to implement the ARC model. Here is a basic application of the ARC model within a GBL environment.

Autonomy: Provide learners with the freedom to make in-game choices, for example, by using branching scenarios

Relatedness: Provide an environment where learners feel a sense of belonging, staying away from judgment or unintentional microaggressions

Competence: Provide learners with the ability to perform well by keeping in mind the difficulty of the game; do not make the difficulty too easy or too hard

Another tactic is keeping learners’ “state of flow” in mind.

game-based environment, let the learners have some fun while learning! Maintaining enjoyment and instruction is a delicate balance, but it is possible. For additional ideas on how to keep a steady state of flow within learning environments, you can read about Sweester and Wyeth's model, GameFlow.

If you would like to live out this dream as an ID professional, take a step back before planning your next learning object. Think about something other than LOs. Think about what type of motivation you want to foster(hint: it should be high-level motivation most of the time). Try keeping in mind a few important theories we have reviewed, such as SDT, psychological needs (autonomy, relatedness, and competence), as well as the state of flow theory. Your learners will appreciate the end result while finding themselves naturally comprehending LOs.

References:

Broeck, A. V., Howard, J. L., Vaerenhergh, Y. Y., Leroy, H., & Gagne, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. Sage Journals, (11)3. https://doi.org/10.1177/20413866211006173

Buil, I., Catalan, S., & Martinez, E. (2019). Encouraging intrinsic motivation in management training: The use of business simulation games. The International Journal of Management Education, 17(2). https://doi.org/10.1016/j.ijme.2019.02.002

CSDT (n.d.). Theory Overview. CSDT. https://selfdeterminationtheory.org/theory/

Csikszentmihaly, M. (2008). Flow: The Psychology of Optimal Experience. Harper and Row.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.

Rigby, C. S., & Ryan, R. M. (2018). Self-determination theory in human resource development: New directions and practical considerations. Advances in Developing Human Resources, 20(2).

Ryan, R. M., & Deci, E. L. (2017) Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.

Sweetser, P., & Wyeth, P. (2005). GameFlow: A model for evaluating player enjoyment in games. Computers in Entertainment. 3(3). https://doi.org/10.1145/1077246.1077253

Qian M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior. 63. https://doi.org/10.1016/j.chb.2016.05.023

University of Waterloo (n.d.). Gamification and game-based learning. Center for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/gamification-and-game-based-learning