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cluding sports, health and business, and showed a particular interest in the effectiveness of gamification in educational contexts (Hamari et al.
, 2014; Seaborn and Fels, 2015; for overviews in educational contexts, see de Sousa Borges et al.
In educational contexts, motivation is regarded as one of the most im- portant factors leading to academic success (Taylor et al.
In order to unravel the motivational processes underlying the use of gamification in educational contexts, we take on the theoretical per- spective of Self-Determination Theory (SDT; Deci and Ryan, 2004; Ryan and Deci, 2000a), although other theories like Operant Conditioning (Skinner, 1953), Goal-Setting Theory (Locke and Latham, 1990) and Flow Theory (Csikszentmihalyi, 1990) might prove to be equally valu- able.
More particularly, need support has been linked to various benefits in educational contexts, including more au- tonomous motivation, better grades and a better understanding of the materials (Deci and Ryan, 2015; Ryan and Deci, 2009).
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