Psychological Need Satisfaction and Student Performance in Gamified Learning: The Mediating Role of Motivation Based on Self-Determination Theory

In higher education, gamified learning has attracted greater attention as a cutting-edge pedagogical strategy to enhance student engagement and academic achievement. However, little is known about the psychological processes underlying how gamified learning affects student outcomes. This study investigates the effects of autonomy, competence, and relatedness on student performance in a gamified learning environment, using Self-Determination Theory (SDT) and motivation as a mediating variable. Data from 201 undergraduate students who participated in gamified learning activities in a university course were collected using a quantitative research approach. To test the suggested correlations between the constructs, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that in gamified learning environments, student motivation is greatly influenced by autonomy, competence, and relatedness. Additionally, it was discovered that student performance was positively and significantly impacted by motivation. Additionally, the results show that motivation mediates the relationship between psychological need satisfaction and student performance. This suggests that students who feel more competent, related, and autonomous in gamified learning environments are more likely to become more motivated, which in turn improves their academic performance. By offering empirical support for the use of Self-Determination Theory in higher education, this study adds to the expanding body of research on gamified learning and student motivation. The results emphasize the importance of creating gamified learning environments that meet students' psychological needs to increase motivation and boost academic achievement. For educators and instructional designers seeking to develop more engaging and effective learning opportunities in higher education, the study offers valuable insights.

Gamified learning; Self-Determination Theory

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