Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2018 · 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.
q2 i? Teachers expressed conflicting attitudes regarding the impact of gameful assessments on students’ intrinsic motivation and desire to learn. → Meg Guerreiro 2018
Evidence¶
Meg Guerreiro 2018¶
Meg Guerreiro, Chase Nordengren. (2018). “No fun games”: Engagement effects of two gameful assessment prototypes. Journal of Research on Technology in Education, 50(2), 134-148. https://www.nwea.org/research/publication/no-fun-games-engagement-effects-of-two-gameful-assessment-prototypes/ doi:10.1080/15391523.2018.1426063
q2 · i? · causal · r?
In the same mixed-methods study of 14 teachers across two schools, the abstract reports "conflicting attitudes from teachers" about gameful assessments’ impact on intrinsic motivation and desire to learn; no effect size or test statistic is printed.
"conflicting attitudes from teachers regarding the impact of gameful assessments on students’ intrinsic motivation and desire to learn"
Discussion¶
Related Claims¶
- Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study — related
- Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related
- Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means — related
- AI applications in STEM education foster positive affective perception, including attitude, interest, and motivation — related
- GCLA does not bolster motivational aspects of SRL: traditional ChatGPT users showed higher intrinsic motivation and higher amotivation than GCLA users — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-attitudes-gameful-assessment-conflicted |
title |
Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn |
description |
Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meg-guerreiro-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.