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Psychological Theory and the Gamification of Learning

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Gamification in Education and Business

Abstract

Research on the gamification of learning currently lacks a sturdy theoretical foundation on which to build new knowledge. In this chapter, we identify and explore several theories from the domain of psychology to provide this foundation. This includes the theory of gamified instructional design, classic conditioning theories of learning, expectancy-based theories, goal-setting theory, and self-determination theory. For each theory (or family of theories), we describe the theory itself, relate it to gamification research, and identify the most promising future research directions given that basis. In exploring these theories, we conclude that gamification is not a “new” instructional technique per se but is instead a new combination and presentation of classic motivational techniques. This combination may provide unique value over other approaches, but this is an unresolved empirical question. We conclude by making specific recommendations for both gamification researchers and practitioners to best advance the study of gamification given this sturdy theoretical basis.

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Authors and Affiliations

  1. Old Dominion University, Norfolk, VA, USA

    Richard N. Landers Ph.D., Rachel C. Callan M.S. & Michael B. Armstrong

  2. University of West Florida, Pensacola, FL, USA

    Kristina N. Bauer

Authors
  1. Richard N. Landers Ph.D.
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  2. Kristina N. Bauer
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  3. Rachel C. Callan M.S.
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  4. Michael B. Armstrong
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Correspondence to Richard N. Landers Ph.D. .

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Editors and Affiliations

  1. School of Information Systems, Curtin University, Bentley, West Australia, Australia

    Torsten Reiners

  2. Dept. of Business Information Systems, Auckland University of Technology, Auckland, New Zealand

    Lincoln C. Wood

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Landers, R.N., Bauer, K.N., Callan, R.C., Armstrong, M.B. (2015). Psychological Theory and the Gamification of Learning. In: Reiners, T., Wood, L. (eds) Gamification in Education and Business. Springer, Cham. https://doi.org/10.1007/978-3-319-10208-5_9

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