Publication Date

12-2025

Date of Final Oral Examination (Defense)

10-30-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Lida Uribe-Flórez, Ph.D.

Supervisory Committee Member

Young Baek, Ph.D.

Supervisory Committee Member

Jesús Trespalacios, Ph.D.

Abstract

The purpose of this study was to examine how gamification impacts student motivation in higher education through the framework of Self-Determination Theory (SDT). While previous research has linked gamification to engagement, this study addressed a gap by directly measuring students' satisfaction and frustration with their basic psychological needs — autonomy, competence, and relatedness — in a gamified undergraduate Biology I course. A convergent parallel mixed methods design was employed. Quantitative data were collected using the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) from 22 students who completed both pre- and post-course surveys. Qualitative data were drawn from student reflection responses at the end of the semester. Quantitative analysis included descriptive statistics, assumption testing, and paired-sample t-tests or Wilcoxon signed-rank tests, while qualitative data were coded thematically in NVivo.

Findings showed no significant change in autonomy satisfaction, significant declines in competence satisfaction and relatedness satisfaction, and marginal decreases in autonomy and relatedness frustration. Qualitative results highlighted autonomy-supportive features such as flexibility, personalized pathways, and meaningful incentives, while competence was reinforced through mastery-based tasks, structure, and low-stakes practice. However, barriers such as technical glitches and reduced workload competence exist for some students. Relatedness was primarily fostered through instructor connection, while peer interaction remained limited; students recommended more collaborative opportunities.

These findings suggest that, as implemented, gamification effectively supported autonomy and partially supported competence, but was less effective at enhancing relatedness. The study contributes to the literature by showing that gamification’s impact is contextual, shaped by design quality, reliability, and alignment with student needs, and offers implications for designing more balanced, student-centered gamified environments in STEM education.

DOI

https://doi.org/10.18122/td.2456.boisestate

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