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1. Students’ needs satisfaction in a gamified math practice

   Gao, F.; Rogers, K.; Li, L.; Darke, A. (January 2023, Proceedings of Society for Information Technology & Teacher Education International Conference)

   E. Langran, P. Christensen (Ed.)

   Though many studies suggest the positive effects of gamification on participants’ learning and motivation, limited research has examined the basic psychological needs satisfaction in gamified learning. Based on self-determination theory (SDT), this study examined students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness in a gamified math practice. The results showed that students had varied degree of needs satisfaction in perceived competence, perceived autonomy, and perceived relatedness. The implications and significance of the study provide practical teaching implementation suggestions and research insights for gamification research. 

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2. Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory

   Nagel, R.; Popelish, B.; Aleman, M.; Reynolds-Tylus, T. (July 2022, ASEE Annual Conference proceedings)

   For engineering students, how might three basic needs—competency, autonomy, and relatedness—promote intrinsic motivation among students? In this research paper, two studies are presented which assess satisfaction and relationship of these basic needs among students in a project-based, undergraduate-only engineering program. In study one, a quantitative study, we surveyed students (N = 162) using the Situational Motivation Scale and the Basic Need Satisfaction Scale (BNSS). The results of study one are consistent with previous research showing strong correlations between the three basic needs and intrinsic motivation. In study two, a qualitative study, we analyzed in-depth phenomenologically based interviews (N = 9 participants resulting in 756 pages of single-spaced transcripts) using the BNSS as a heuristic framework to identify instances when students express satisfaction or frustration of competency, autonomy, and relatedness. Study two illustrates when and how supportive contexts and behaviors contribute to feelings of competency, autonomy, and relatedness. These studies expand research on SDT by showing ways in which engineering students develop feelings of competency, how specific needs-supportive actions contributed to feelings of competency, and the roles of autonomy and relatedness in the development of competency. 

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3. Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game

   https://doi.org/10.1177/20427530241251407  

   Gao, Fei; Rogers, Kimberly Cervello; Li, Lan (April 2024, E-Learning and Digital Media)

   Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation, research also shows that not all students benefit from the use of leaderboard. Based on self-determination theory (SDT), this study examined how students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness affected students’ enjoyment and intention for future participation in a leaderboard-based math practice game. The results showed that both perceived competence and perceived autonomy were closely related to students’ enjoyment and intention for future participation, while students’ actual competence and perceived relatedness were not related to their enjoyment or intention for future participation in such leaderboard-based math practice games. The findings of the study offer valuable insights and recommendations for both gamification research and practice. 

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4. How Can Game-Based Learning Affect Engineering Students’ Confidence?

   https://doi.org/10.1109/FIE56618.2022.9962463  

   Perez, Raul Frias; Chung, Sydney; Zastavker, Yevgeniya V.; Bennett, Victoria; Abdoun, Tarek; Harteveld, Casper (October 2022, 2022 Frontiers in Education (FIE) Conference)

   This Work-in-Progress Research paper focuses on digital game-based learning (DGBL), which refers to the use of a virtual environment to support students’ learning. In this exploratory study, we examine how students engage with GeoExplorer, a digital game-based learning environment that simulates Cone-Penetration Testing (CPT), an on-site test used in geotechnical engineering to investigate soil properties that students typically don’t have access to. In GeoExplorer’s CPT activity, students participate in a virtual internship in which they examine several sites with varied types of soil. This paper investigates DGBL environments by leveraging Self-Determination Theory (SDT) to ask the following research questions: (1) How do "freedom" and autonomy within GeoExplorer encourage students’ new emergent learning strategies? and (2) How do emergent learning strategies in GeoExplorer support students’ confidence as they self-guide their learning? Ten open-ended semi-structured interviews were performed with civil engineering students from three U.S.-based institutions. The data are analyzed using narrative analysis and a grounded theory approach. Our preliminary findings indicate that, while GeoExplorer is intended as a complement to in-person learning, it serves both as a complement and supplement to the online learning that helps to engage students during the pandemic. Students share that a felt sense of "freedom" within GeoExplorer encourages them to engage in different emergent learning strategies, such as repetition and trial and error. Students also describe that these emergent learning strategies promote knowledge retention and understanding, and further support their confidence in performing CPT. Our preliminary findings provide opportunities for students to practice autonomy and develop competency – two out of three basic psychological needs in SDT – in their educational processes. 

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5. STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents: The role of inclusive perceptions in self-determination

   https://doi.org/10.1371/journal.pone.0318266  

   Joy, Angelina; Hartstone-Rose, Adam; Knox, Jerica; Mathews, Channing J; Cerda-Smith, Jacqueline; Mulvey, Kelly Lynn (March 2025, PLOS ONE)

   Tilga, Henri (Ed.)

   Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one’s abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents’ (N= 285, 56.1% female,M_age= 15.76 years,SD= 1.24) STEM ability perceptions, basic needs satisfaction, and intrinsic motivation. A path analysis was used to examine the association between STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents. Inclusive perceptions of the STEM abilities of historically underrepresented groups (i.e., girls and minoritized ethnicities) were positively associated with basic needs satisfaction and basic needs satisfaction was positively associated with intrinsic motivation. There was also a positive indirect effect from inclusive perceptions of STEM abilities to intrinsic motivation through basic needs satisfaction. These findings suggest that schools should focus on promoting inclusive perceptions in order to bolster adolescents’ basic needs satisfaction, which could have carry-on effects on intrinsic motivation. 

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