Structure EER design around the three basic psychological needs of self-determination theory¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 4 studies (1 causal, 1 quant-synthesis, 1 associational, 1 theoretical), q2–q3 · 2 of 4 report an effect size · 4 claims rest on one study

Description¶

The review recommends designing EERs to support competence, autonomy, and relatedness, since the reviewed articles "explained how the implementation of EERs can support and enhance these needs, thus fostering intrinsic motivation among participants". Concretely, designers create multiple solution pathways and allow players to set their own sub-goals (autonomy), make progress visible through unlocking puzzles (competence), and establish a common escape goal pursued as a team, optionally with inter-team competition (relatedness).

Design Implications¶

Context¶

Requirements¶

• Multiple pathways must exist to reach the final goal to support autonomy
• Team collaboration around a shared goal is needed to support relatedness

Constraints¶

• Grounded in two included articles (a narrative review and an empirical study) rather than validated experimentation

Target Learners¶

• higher education students in medical/health fields

Target Learning Goals¶

• intrinsic motivation
• collaboration
• competence development

Claims¶

• Competence is the strongest independent psychological predictor of AI literacy performance, followed by autonomy; relatedness has no significant independent effect [+W]
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor [+W]
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types [+W]
• The comprehensive psychological need satisfaction configuration (competence core) has the highest coverage for high learning engagement, with GAI use unconstrained [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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