Thus, student motivation in science, technology, engineering, and mathematics (STEM) is a chronic problem, encouraging educators to include game elements in the allocated instruction. But two separate methodologies, gamification (adding elements from games, like points and badges, to non-game contexts) and game-based learning (employing full-bore games as the primary learning vehicle), are often confused with one another in both practice and research. This study aims to differentiate the effects of these factors on student motivation in secondary STEM classrooms. We will use a quasi-experimental design within six middle school science classes (N = 144). Three classes will receive a gamified adaptation of the standard curriculum, while three other classes will interact with a purpose-built educational game covering the same learning objectives. A control group will be taught traditionally. Intrinsic Motivation Inventory (IMI) will be administered pre- and post-intervention; additional qualitative data will be collected via semi-structured interviews. While both interventions are expected to lead to better motivation than conventional instruction, it is hypothesised that game-based learning will have a greater positive impact on intrinsic motivation and situational interest owing to its immersive narrative and authentic problem-solving contexts. On the other hand, gamification is believed to hold a more prominent role when it comes to extrinsic motivation and achieving task completion in the short run. Results will provide empirical guidance/useful case evidence for educators and instructional designers determining when to implement which game-informed strategies in order to facilitate sustained engagement in STEM.
Amiri et al. (Fri,) studied this question.