1
عمومی::
ارتباط
The results show the ambivalent motivational power of game elements in technology-supported learning environments-affording feelings of autonomy, com- petence and relatedness in some cases, thwarting them in others-with situational factors playing an important role in this process.
Lastly, the need for relatedness refers to feelings of being connected to others, accepted by a community and being part of it (Deci and Ryan, 2004; Richter et al.
Not only can this approach enable a more detailed exploration of students' experiences, it can also provide insights into the reasons why certain game elements are (un)successful in fostering feelings of autonomy, relatedness and competence.
As such, the creation of the group competition aimed at fostering feelings of relatedness (Carr and Walton, 2014; Hamari and Koivisto, 2015; see also Sailer et al.
a comprehensive codebook containing five themes: (1) need for auton- omy, (2) need for relatedness, (3) need for competence, (4) hierarchy of needs, and (5) situational influences.
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3
روان شناسی و مشاوره::
ارتباط مندی، در رابطه بودن
Yet these boundaries must be negotiated to meet the child’s need for relatedness.،
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