Multidimensional personalization of gamification produced no statistically significant motivational differences from OSFA gamification in gamified review assessments¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Robust mixed ANOVAs found no statistically significant difference between OSFA and Personalized designs on intrinsic motivation, identified regulation, external regulation, or amotivation. → Rodrigues Luiz 2023
Evidence¶
Rodrigues Luiz 2023¶
Rodrigues Luiz, Palomino Paula T., Toda Armando M., Klock Ana C. T., Pessoa Marcela, Pereira Filipe D., Oliveira Elaine H. T., Oliveira David F., Cristea Alexandra I., Gasparini Isabela, Isotani Seiji. (2023). How Personalization Affects Motivation in Gamified Review Assessments. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-022-00326-x
q3 · i? · causal · r1
Confirmatory robust (20% trimmed means) mixed ANOVAs on 58 students across three institutions in a mixed factorial design (design between-subject, session within-subject) testing H1. The article reports all p-values exceeded 0.05, so "no statistically significant difference for all motivation constructs"; no effect sizes were printed.
"All p-values being larger than the 0.05 alpha level reveals no statistically significant difference for all motivation constructs."
Discussion¶
Related Claims¶
- Preferred game genre (adventure) and preferred playing setting (singleplayer) moderated personalization's effect, in both cases in favor of OSFA — related
- At session 1, OSFA students made fewer mistakes per assessment item than Personalized-condition students — related
- Students with a technical degree reported higher intrinsic motivation with personalized design than with OSFA — related
- Performance moderated personalization's effect on external motivation, correlating positively with external motivation only in the OSFA condition — related
- Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related
- Gamification produces a statistically significant small-to-moderate positive effect on motivation in secondary and higher education mathematics (g = .383) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
personalization-no-significant-motivation-difference-gamified-assessments |
title |
Multidimensional personalization of gamification produced no statistically significant motivational differences from OSFA gamification in gamified review assessments |
description |
Multidimensional personalization of gamification produced no statistically significant motivational differences from OSFA gamification in gamified review assessments |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rodrigues-luiz-2023 |
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