Gamification: is it suitable for all students?

Abstract

During a 6-month period two unrelated classes of a vocational school were examined with regards to their motivational changes throughout traditional and gamified learning. The students’ learner and motivational type were assessed, and their motivational changes were examined in the middle and at the end of the experimental period. Based on the data significant differences can be seen between the motivational changes of students with different learning orientations. While there were no significant changes in the motivational aspects of students with deep and organised learning orientations, students with reproductive learning orientation showed a decrease in confidence, but an increase in satisfaction regarding their schoolwork in Geography.