GAMIFIED LEARNING ENVIRONMENTS AND THEIR RELATIONSHIP WITH INTRINSIC MOTIVATION IN THE EDUCATIONAL FIELD

Abstract

Assuming that every educational process develops satisfactorily is a fundamental
principle of education. For this reason, the creation of environments where all participants
feel comfortable and willing to engage in learning could be essential. Based on this, the
present essay addresses the importance of intrinsic motivation and how it can influence
each individual’s desire to engage in activities for pleasure and satisfaction, without
requiring external rewards. It highlights the possibility of a motivational teaching process
aimed at fostering meaningful, autonomous learning towards higher levels of academic
performance, while also addressing student demotivation. In this context, gamification
can be an effective strategy to stimulate motivation during this process, as it involves
elements, dynamics, and interactions inherent to games that can foster interest and
enjoyment in learning, thanks to the possibility of turning conventional activities into more
attractive and effective experiences. From the above, it can be initially concluded that
there is a need for sufficient awareness about learning, gamification, and motivation,
which likely emphasizes relevant and organized planning while considering mediational
methods and technological resources that, together, can help create dynamic educational
environments that stimulate both intrinsic and extrinsic motivation, depending on the
student’s disposition towards learning and the success of the educational process.