Impact Of Gamification On Academic Motivation And School Performance Of Middle School Students In Rural Areas Of Riobamba, Ecuador

Abstract

Academic motivation constitutes a critical factor for learning in vulnerable rural contexts, where socioeconomic factors frequently generate school disengagement. This study evaluated the impact of a low-cost gamified intervention on academic motivation and school performance among middle elementary students in a rural area of Riobamba, Ecuador. A quasi-experimental design with pre-test and post-test measurements was implemented with 35 students, where 82% of the population lacked home internet connectivity. The gamified intervention employed an 80/20 analog-to-digital approach, respectively, with a cost of $35 USD per student over a 12-week duration. To measure intrinsic motivation, we used an adapted version of the Academic Motivation Scale, and for academic performance, official grades were employed. Compared to the control group, the experimental group showed an extraordinarily significant increase in academic motivation, suggesting that satisfaction of basic psychological needs from Self-Determination Theory was achieved. In contrast, the impact on academic performance was significant but of small (d = 0.56, p = .052) to medium magnitude, generating a dissociation between motivation and performance. In the experimental group, motivation was necessary but not sufficient for learning improvements to occur, establishing motivation as a necessary condition. The relationship between motivation and academic performance highlights the need for restructuring assessment, curriculum design, and pedagogy.