Gamification Elements (Points, Achievements, Ratings) and Their Relationship with Creative Motivation in Higher Education: An Empirical Investigation

Authors

DOI:

https://doi.org/10.34190/ecgbl.20.1.5398

Keywords:

gamification, creative motivation, higher education, acmeology, intrinsic motivation, points systems, achievement mechanics, rating systems, Williams Creativity Scale, IMI/SDT

Abstract

This study investigates how specific gamification elements-points, achievements, and ratings-relate to creative motivation within an Acmeological Gamification Didactic Framework (AGDF). A quasi-experimental design was employed with 186 undergraduate students at Namangan State University (NamSU), Uzbekistan (experimental: n = 93, 41M/52F; control: n = 93, 40M/53F). Creative thinking was assessed via the Williams Creativity Scale and intrinsic motivation via the IMI/SDT instrument. Results showed significant between-group differences (t = 6.51, p < 0.001; d = 0.95), with achievement badges most strongly predicting intrinsic creative motivation (r = 0.61, p < 0.001). Rating-based elements showed mixed effects moderated by competitive orientation. The study advances acmeological theory and offers practical guidance for creativity-oriented gamified curriculum design.

Author Biography

Dilnoza Makhmudova, Department of Mathematics, Namangan State University

Dilnoza Makhmudova is an Associate Professor (Docent) in the Department of Mathematics at Namangan State University, Uzbekistan. With over 15 years of academic experience, her research focuses on gamification, AI-supported adaptive learning, acmeological approaches, and innovative methodologies for advancing creativity and professional competence in higher education.

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Published

2026-09-28

Issue

Vol. 20 No. 1 (2026): The Proceedings of the 20th European Conference on Games Based Learning

Section

Academic Papers