BBC'22 - Book of Abstracts of the First International Conference - Building Bridges in STEAM Education in the 21st Century

Gamification can be defined as the use of game design principles and mechanics in non-game contexts in order to make those contexts more inviting, encourage users to engage in desired behaviour, and optimize the overall experience and results [1]. Gamification has become a popular tool in several applications, including learning, since it provides a natural and attractive human experience. But learning is a complex and personalized process [2]. To succeed learning personalization, gamification should follow a player/user centred design. Moreover, gamification should identify the appropriate motivators of the target audience. To this result, the Self-determination Theory (SDT) is employed. SDT is concerned with the psychological needs behind motivation and the social conditions that foster these processes [3]. SDT identifies two distinct types of motivation: intrinsic and extrinsic. Intrinsic motivators include the following: acceptance, curiosity, autonomy, competence, skill development, order, social contact. Extrinsic motivators include the following: badges, points, positive feedback, status, grades, fame. In this context, PYTHAGORAS project aims (among others) at exploring gamification impact for online and hybrid mathematics education.