Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement

Abstract

Purpose

Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses.

Design/methodology/approach

Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis.

Findings

Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters.

Practical implications

Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience.

Originality/value

The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.

Citation

Bai, S. and Hew, K.F. (2024), "Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement", Interactive Technology and Smart Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ITSE-02-2024-0043