In EERs, autonomy, competence, and relatedness are each supported by specific design features per self-determination theory¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? EERs can support the three basic psychological needs of self-determination theory: autonomy through multiple solution pathways and self-set sub-goals, competence through progress made visible by unlocking puzzles, and relatedness through collaborative pursuit of the common escape goal. → Vorderobermeier 2024

Evidence¶

Vorderobermeier 2024¶

Vorderobermeier, A., Abel, J., & Sailer, M. (2024). Theoretical foundations and approaches in research on educational escape rooms: A systematic review. Educational Research Review, 44, 100625. https://doi.org/10.1016/j.edurev.2024.100625

q2 · i? · review · r2

The review synthesizes how Abdul Rahim et al. (2022) and Cantwell et al. (2022) apply self-determination theory to EERs, describing how EER implementation "can support and enhance these needs, thus fostering intrinsic motivation". No effect sizes are reported.

"Autonomy in EERs is encouraged by players’ freedom in choosing how to solve given puzzles. To facilitate this, multiple pathways should be created in order to reach the final goal of the game."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Linear path design in EERs tends to foster collaboration, while open-path structures enable positive social interdependence — related
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types — related
• Autonomy shows a strong content signal: 53 of 64 outcomes satisfy the a priori autonomy rule, with exceptions for self-efficacy (competence) and collegial support (relatedness) — related
• Competence is the strongest independent psychological predictor of AI literacy performance, followed by autonomy; relatedness has no significant independent effect — related
• Competence and relatedness show distinct content pathways: competence with capability indicators (self-efficacy, progress, resilience) and relatedness with interpersonal-climate indicators (collegial support, trust, social capital) — related
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor — a broader claim this one bears on
• The comprehensive psychological need satisfaction configuration (competence core) has the highest coverage for high learning engagement, with GAI use unconstrained — related
• Three-facet MTMM (content × valence × time) supports the SDT 3×2 architecture, with content the stronger separative force and 20 of 21 planned comparisons supported — related
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — a broader claim this one bears on
• Teams that coordinate, communicate, and document intermediate results solve EER problems more successfully — related
• HET's three principles conceptually align with SDT's autonomy support, structure, and involvement — related
• Self-determination theory grew incrementally by adding mini-theories as evidence accumulated — related