How gamification goes wrong
Understanding the maladaptive goal orientation in gamified learning systems
Bibliographic Data
| ID | 12420452 |
|---|---|
| Authors | Chong-Yang Chen (0000-0001-6856-3430, Zhejiang University of Finance and Economics, corresponding author), Chongyang Chen (0000-0002-9766-7586, Zhejiang University of Finance and Economics), Yao‐Yu Wang (0000-0002-0800-7093, Soochow University), Yao-Yu Wang (0000-0002-6044-5971, Soochow University) |
| Year | 2025 |
| Volume | 36 |
| Issue | 2 |
| Pages | 1-23 |
| Publication date | 2025-11-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Internet Research (JOURNAL) |
| Journal identifiers | ISSN: 1066-2243 • E-ISSN: 2054-5657 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/intr-07-2024-1111 |
| OpenAlex | W7103652947 |
| Language | EN |
| References cited | 73 |
Purpose Gamification is a valuable educational tool. However, research indicates that while gamified learning systems cater to users' gaming motivations, they may induce maladaptive usage. Integrating the gamification affordances-psychological outcomes-behavioral outcomes paradigm and goal orientation theory, this study examines maladaptive goal orientation processes and their unintended psychological and behavioral impacts. Design/methodology/approach We tested the model through a scenario-based approach in the context of Duolingo, which is a leading and highly influential mobile language learning application. Data from 100 forum users who discussed score-boosting strategies were collected via online questionnaires and analyzed with structural equation modeling. Findings Gamification affordances include instruction design (i.e. instant individualistic feedback and instant competitive feedback) and interface design (i.e. multisensory interaction). Results reveal that, compared to instant individualistic feedback, instant competitive feedback is more likely to foster maladaptive psychological outcomes, namely, competence feeling and focused attention on game goals. Multisensory interaction shows no significant effect on competence feeling, whereas it exerts a significant impact on focused attention on game goals. Competence feeling, rather than focused attention on game goals, contributes to maladaptive behaviors within the gamified system. Originality/value This study is among the first to highlight maladaptive goal orientation in gamified learning. It distinguishes types of instant feedback and their effects, emphasizes the role of multisensory interaction and reveals how game objectives may override educational goals. The findings extend gamification theory and provide practical insights for designing learning systems that mitigate maladaptive outcomes
Affordance · Competence (human resources · Feeling · Goal Orientation · Instant · Self-determination theory · Educational Games and Gamification · Motivation and Self-Concept in Sports · Technology-Enhanced Education Studies
Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R
Taking “Fun and Games” Seriously
A definition for gamification
Task complexity
A grounded investigation of game immersion
The rise of motivational information systems
The Motivational Pull of Video Games
The Contributions and Prospects of Goal Orientation Theory
Interpretation of Formative Measurement in Information Systems Research1
Classroom Goal Structure, Student Motivation, and Academic Achievement
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Toward Meaningful Engagement
From game design elements to gamefulness
A social-cognitive approach to motivation and personality.
Accounting for common method variance in cross-sectional research designs.
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Gamification for teaching the Arabic language to non-native speakers
Can you feel the rhythm? Comparing vibrotactile and auditory stimuli in the rhythm video game Jump‘n'Rhythm
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The role of attentional control in moderating attentional bias towards game-related stimuli in individuals with a high tendency for internet gaming addiction
Affordance, conventions, and design
Augmented reality in the metaverse market
Motivational processes affecting learning
The "What" and "Why" of Goal Pursuits
A Theory of Social Comparison Processes
Disentangling e-commerce gamification affordances on recommendation acceptances from a perceived value perspective
Goals
Gamification affordances in self-health management
Power, optimism, and risk-taking
The Power of Feedback
The trouble with overconfidence
Effects of cooperative, competitive, and individualistic goal structures on achievement
| Citation velocity | historical |
|---|---|
| Highly cited | No |