| Kurzfassung
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Gamification has emerged as a prominent approach in the field of education, aiming to enhance students’ motivation and foster productive and successful long-term learning experiences. This research paper delves into the correlation between various game design elements and intrinsic motivation within educational contexts. Despite the ongoing challenge of identifying the optimal game design elements to augment intrinsic motivation for individual students, this study presents insights drawn from an extensive systematic literature review, encompassing 24 scholarly papers. From the comprehensive analysis, ten distinct game elements were selected for examination: badges, points, leaderboards, virtual currency, progress bars, achievements, avatars, concept maps, storytelling, and feedback. In order to assess the potential of each game design element to heighten intrinsic motivation, a survey utilizing self-created mockups was conducted. The survey outcomes reveal noteworthy trends, particularly emphasizing the combinations of concept maps and achievements, as well as avatars and virtual currency, as highly popular among participants. Moreover, correlations were identified between the frequency of video game engagement and specific game design elements. For instance, individuals who frequently engage in video games displayed a proclivity for selecting leaderboards. Conversely, the study found no significant influence of player types on the preference for specific game design elements. Overall, this research contributes to the advancement of gamification in education by shedding light on the relationship between game design elements and intrinsic motivation. These insights pave the way for the development of tailored gamified approaches that can positively impact students’ motivation.
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