Extrinsic vs Intrinsic Motivation

According to Karl Kapp (2014) there is some controversy when it comes to gamification as many believe it relies far too heavily on extrinsic motivation in lieu of intrinsic motivation. This may be the case in many early adoptions of gamification however intrinsic motivation is easily incorporated into the gamification of learning with intelligent and meaningful application of game elements. First of all I want to define the two forms of motivation.

According to Carol Bainbridge (2014) "Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide." 
In gamification this type of motivation is achieved with game elements such as badges, rewards, and accolades. Extrinsic motivation is best applied when a leaner can not see the initial value of the materials or if they have no interest in the first instance. Extrinsic learning is almost always shot lived however as once the activity has been completed and the reward received, there is no longer a motivating force to propel the learner any further.

Carol Bainbridge (2014) also defines intrinsic motivation as "motivation that comes from inside an individual rather than from any external or outside rewards" she then goes on to state "The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task." In gamification this is best applied when learners see a high value to the materials or if they already have an interest in the subject prior to the lesson. Game elements that can be used to encourage intrinsic motivation are points and leader boards used as feedback, and incorporating mastery into the subject topic.  

Karl Kapp (2014) states that it is not a case of one being good and the other bad but the two should be looked at as equals. All learners learn in slightly different ways and where some may be better motivated extrinsically, others may find intrinsic motivation a better fit. Because of this, where possible, anybody applying gamification should look to find an equilibrium between the two and even combine elements to incorporate both. For example using points to both reward and give feedback to learners can both be extrinsic where they are rewarded with points and intrinsic with the feedback as it gives scope for mastery. 

An examples of these elements outside of learning are loyalty points at supermarkets and frequent flyer miles for airline companies. These are both intrinsic and extrinsic motivation, as accumulating these points can be intrinsic and the rewards at the end (money off etc.) can be seen as extrinsic motivators.

In my final product I will have a selection of gamification options and modifiers to choose from. Each will be listed with their intrinsic and extrinsic potentials along with usable examples for combinations of these elements. This will help users of my kit to easily and intelligently pick and apply meaningful elements when gamifying their sessions. 

References

Kapp, K. and Learning, G. of (2014) Gamification of learning. Available at: http://www.lynda.com/Higher-Education-tutorials/Gamification-Learning/173211-2.html (Accessed: 10 November 2015).

Bainbridge, C. (2014) Extrinsic motivation. Available at: http://giftedkids.about.com/od/glossary/g/extrinsic.htm (Accessed: 2 January 2016).

Bainbridge, C. (2014) Intrinsic motivation. Available at: http://giftedkids.about.com/od/glossary/g/intrinsic.htm (Accessed: 2 January 2016).

Kapp, K. M. (2012) The Gamification of learning and instruction: Game-based methods and strategies for training and education. 1st edn. San Francisco, CA: Wiley, John & Sons.