Ionut_eduardo_noris_gagicar_ca_asa_vreau_eu_off... (EXCLUSIVE 2026)

Dichev, C., & Dicheva, D. (2017). The gamification of education: A critical analysis. Educational Technology, 57(4), 37-43.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuit: A self-determination theory perspective. Psychological Inquiry, 11(4), 227-268. ionut_eduardo_noris_gagicar_ca_asa_vreau_eu_off...

Research on gamification in education has shown that it can have a positive impact on student outcomes. For example, a study by Dichev and Dicheva (2017) found that students who participated in a gamified online course exhibited higher levels of engagement and motivation compared to those in a traditional online course. Another study by Hamari et al. (2014) revealed that gamification can lead to improved academic performance, particularly in subjects that require problem-solving and critical thinking. Dichev, C

The theoretical framework for this study is based on the Self-Determination Theory (SDT) of motivation (Deci & Ryan, 2000). According to SDT, human behavior is motivated by three innate psychological needs: autonomy, competence, and relatedness. Gamification can satisfy these needs by providing learners with choices, challenges, and opportunities for social interaction. Educational Technology, 57(4), 37-43