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Table 5 Typology of interviewees representing a certain motivation type (Deci & Ryan, 1985)

From: Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study

Motivation Type Interviewee Statements for Classification
Intrinsic Male, 45 to 54 years, part-time student, two children Student was very interested in gamification and enjoyed it.
He took part in gamification and was awarded badges.
He used gamification to monitor his progress.
He found gamification was as an incentive that contributed to his motivation. and study-satisfaction.
In his opinion, gamification should be the leading method for all modules of his course of study.
Identified Female, 25 to 34 years, part-time student, one child Student participated in the gamification concept and was awarded badges.
She found gamification a personally valuable goal and an important matter for herself.
The awards received represented approval and recognition to her. They motivated her. and contributed to her study-satisfaction.
Gamification enabled her to organize her studying around family and job.
She liked the idea of gamification for all modules in her course of study.
Extrinsic   None of the interviewees reported extrinsic motivation or could be accordingly classified.
Amotivated Female, 45 to 54 years, part-time student, two children Student did not take part in the gamification concept.
She did not think much of gamification and was not interested in awards.
She was initially very worried about the module and her course of study.
Her main concern was that she would not be able to cope with the module.