Research in gamified learning is still needed to expound how gamification may be employed to realistically yield positive effects on learning motivation. It is essential to evaluate whether gamification can foster autonomous forms of motivation, such as intrinsic motivation, which has been related to learning persistence and performance quality, instead of non-autonomous extrinsic motivation, that has been shown to be unsustainable or at worse, harmful to learning. To explore this, the current study investigated how gamified learning affected various motivational dimensions such as the sense of competence, autonomy, valuation, intrinsic motivation, identified regulation and external regulation to provide a clearer picture of the motivational influence of gamification. This study involved a learning activity that was gamified in a long-term context. The findings showed that gamifying a non-graded learning activity increased the sense of autonomy and intrinsic motivation. Interestingly, the findings showed that gamification reduced non-autonomous motivation in an examination-oriented course. Nevertheless, gamified learning did not yield significant effects on the sense of competence and valuation. The relationships between the various motivational dimensions were discussed in this paper.

仍然需要对游戏化学习进行研究，以阐明如何利用游戏化来切实地对学习动机产生积极影响。有必要评估游戏化是否可以促进自主形式的动机，例如内在动机，它与学习持久性和表现质量有关，而不是非自主的外在动机，后者已被证明是不可持续的，或者更糟糕的是，有害的学习。为了探索这一点，本研究调查了游戏化学习如何影响各种动机维度，如能力感、自主性、价值感、内在动机、识别监管和外部监管，以更清晰地了解游戏化的动机影响。这项研究涉及一项在长期背景下进行游戏化的学习活动。研究结果表明，将不分级的学习活动游戏化可以增加自主感和内在动机。有趣的是，研究结果表明，游戏化降低了应试课程中的非自主动机。然而，游戏化学习并没有对能力感和评价产生显着影响。本文讨论了各种动机维度之间的关系。