Date of Defense
12-4-2025
Date of Graduation
12-2025
Department
Psychology
First Advisor
Scott Gaynor
Second Advisor
Gabrielle Mesches
Third Advisor
Brendan Skinner
Abstract
Intrinsic motivation plays a critical role in students’ academic engagement and long-term learning, particularly in early and middle childhood. Gamified learning environments are frequently used to enhance motivation, yet the specific contribution of student choice within these environments remains unclear. The present study examined whether allowing students to choose the theme of a gamified mathematics activity would increase intrinsic motivation compared to a fixed-theme version. Using a single-subject, nonconcurrent multiple-baseline design across participants, seven students aged 7–12 years participated in individualized math game sessions within an after-school program. Intrinsic motivation was measured after each session using a modified Intrinsic Motivation Inventory, and behavioral engagement was assessed through partial-interval recording of on-task behavior. Four participants met criteria to transition from baseline to a choice-based intervention, while three exhibited ceiling effects and did not progress to intervention. Visual analysis and Tau-U nonoverlap statistics indicated that only one participant demonstrated a statistically significant increase in intrinsic motivation following the introduction of thematic choice, while the remaining participants showed stable or unchanged motivation across conditions. Social validity data suggested that most participants preferred having choice, despite minimal quantitative changes in motivation. Findings suggest that gamified learning environments may inherently support high levels of intrinsic motivation, potentially limiting the additive effects of superficial personalization such as thematic choice. Implications for educational practice, limitations related to ceiling effects and measurement sensitivity, and directions for future research on autonomy-supportive design are discussed.
Recommended Citation
Cencer, Janet, "The Impact of Gamified Learning Approaches on Intrinsic Student Motivation: A Comparative Study Emphasizing Student Choice" (2025). Honors Theses. 3982.
https://scholarworks.wmich.edu/honors_theses/3982
Access Setting
Honors Thesis-Restricted
Restricted to Campus until
8-10-2026