How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study
<p>Statement of purpose: This dissertation examines the impact of gamification on academic motivation in the context of medical training in otolaryngology. Gamification is the “use of game design elements in non-game contexts”, and has been proposed as a pedagogy which may enhance intrinsic ac...
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| Format: | Thesis |
| Language: | English |
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2024
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| _version_ | 1824458681176031232 |
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| author | Burr, C |
| author2 | Knox, J |
| author_facet | Knox, J Burr, C |
| author_sort | Burr, C |
| collection | OXFORD |
| description | <p>Statement of purpose: This dissertation examines the impact of gamification on academic motivation in the context of medical training in otolaryngology. Gamification is the “use of game design elements in non-game contexts”, and has been proposed as a pedagogy which may enhance intrinsic academic motivation. Empirical studies have shown that student academic motivation influences learner’s enjoyment, engagement and academic achievement. However, educational academics argue that gamification impacts on academic motivation negatively and reduce engagement with learning in the long-term. Thus far, studies have shown that the impacts of gamification on academic motivation are person- and context-specific. There are a lack of studies investigating the impacts of gamification on academic motivation, and how student demographics may impact this. There are also no studies of this nature in the field of otolaryngology. This study addresses these research gaps by examining the association between gamification, academic motivation, age and gender in the context of otolaryngology learning.</p>
<p>Methods: Guided by Self-Determination Theory and the Hierarchical Model of Self-Determination, this study explores the impact of gamification on situational and contextual academic motivation using mixed methods within a post-positivist paradigm. I designed a short gamified and non-gamified otolaryngology module, and investigated for changes in situational academic motivation using The Situational Motivation Scale (SIMS) questionnaire. 195 undergraduate medical students across two universities enrolled for the study, and were randomised to the gamified or non-gamified module. 14 students completed the gamified, and 8 students completed the non-gamified, surveys and modules. Survey responses were used to analyse intra- and inter-personal situational academic motivation towards otolaryngology. 8 undergraduate medical students who completed the gamified module were also invited to semi-structured interviews. Survey responses were used to guide the semi-structured interview questions. Interview data was analysed deductively using template analysis to explore the impact of gamification on situational and contextual motivation.</p>
<p>Results: Gamification enhances intrinsic forms of situational academic motivation towards studying otolaryngology. Situational academic motivation towards studying otolaryngology does not appear to be influenced by age or gender. Template analysis identified gamification elements which promote student choice and enjoyable learning, thus enhancing situational and contextual autonomous academic motivation towards otolaryngology. Gamification elements were also identified which promoted high stakes competition or student frustration, leading to enhanced controlled or a-motivation in the context of otolaryngology education.</p>
<p>Conclusions: This investigation provides important insights on the impact of gamification on academic motivation towards studying otolaryngology. Whilst gamification may enhance situational and contextual autonomous motivation, irrespective of age and gender, this must be implemented in a needs-supporting manner. Understanding the specific gamification elements which support the basic psychological needs of medical students studying otolaryngology will allow clinical educators to adapt their course design and pedagogy to positively impact on academic motivation.</p> |
| first_indexed | 2025-02-19T04:29:45Z |
| format | Thesis |
| id | oxford-uuid:5115a432-c5ea-4632-9725-ed497e7442a5 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2025-02-19T04:29:45Z |
| publishDate | 2024 |
| record_format | dspace |
| spelling | oxford-uuid:5115a432-c5ea-4632-9725-ed497e7442a52024-12-19T13:00:55ZHow does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods studyThesishttp://purl.org/coar/resource_type/c_bdccuuid:5115a432-c5ea-4632-9725-ed497e7442a5Master of education degreeUndergraduatesEnglishHyrax Deposit2024Burr, CKnox, J<p>Statement of purpose: This dissertation examines the impact of gamification on academic motivation in the context of medical training in otolaryngology. Gamification is the “use of game design elements in non-game contexts”, and has been proposed as a pedagogy which may enhance intrinsic academic motivation. Empirical studies have shown that student academic motivation influences learner’s enjoyment, engagement and academic achievement. However, educational academics argue that gamification impacts on academic motivation negatively and reduce engagement with learning in the long-term. Thus far, studies have shown that the impacts of gamification on academic motivation are person- and context-specific. There are a lack of studies investigating the impacts of gamification on academic motivation, and how student demographics may impact this. There are also no studies of this nature in the field of otolaryngology. This study addresses these research gaps by examining the association between gamification, academic motivation, age and gender in the context of otolaryngology learning.</p> <p>Methods: Guided by Self-Determination Theory and the Hierarchical Model of Self-Determination, this study explores the impact of gamification on situational and contextual academic motivation using mixed methods within a post-positivist paradigm. I designed a short gamified and non-gamified otolaryngology module, and investigated for changes in situational academic motivation using The Situational Motivation Scale (SIMS) questionnaire. 195 undergraduate medical students across two universities enrolled for the study, and were randomised to the gamified or non-gamified module. 14 students completed the gamified, and 8 students completed the non-gamified, surveys and modules. Survey responses were used to analyse intra- and inter-personal situational academic motivation towards otolaryngology. 8 undergraduate medical students who completed the gamified module were also invited to semi-structured interviews. Survey responses were used to guide the semi-structured interview questions. Interview data was analysed deductively using template analysis to explore the impact of gamification on situational and contextual motivation.</p> <p>Results: Gamification enhances intrinsic forms of situational academic motivation towards studying otolaryngology. Situational academic motivation towards studying otolaryngology does not appear to be influenced by age or gender. Template analysis identified gamification elements which promote student choice and enjoyable learning, thus enhancing situational and contextual autonomous academic motivation towards otolaryngology. Gamification elements were also identified which promoted high stakes competition or student frustration, leading to enhanced controlled or a-motivation in the context of otolaryngology education.</p> <p>Conclusions: This investigation provides important insights on the impact of gamification on academic motivation towards studying otolaryngology. Whilst gamification may enhance situational and contextual autonomous motivation, irrespective of age and gender, this must be implemented in a needs-supporting manner. Understanding the specific gamification elements which support the basic psychological needs of medical students studying otolaryngology will allow clinical educators to adapt their course design and pedagogy to positively impact on academic motivation.</p> |
| spellingShingle | Master of education degree Undergraduates Burr, C How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title | How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title_full | How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title_fullStr | How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title_full_unstemmed | How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title_short | How does gamification impact on medical students’ academic motivation towards otolaryngology, and what demographics influence this: a mixed methods study |
| title_sort | how does gamification impact on medical students academic motivation towards otolaryngology and what demographics influence this a mixed methods study |
| topic | Master of education degree Undergraduates |
| work_keys_str_mv | AT burrc howdoesgamificationimpactonmedicalstudentsacademicmotivationtowardsotolaryngologyandwhatdemographicsinfluencethisamixedmethodsstudy |