Uses and Gratifications of Initiating Use of Gamifed Learning Platforms

Rob van Roy, Christoph Sebastian Deterding, Bieke Zaman

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Research on gamified educational platforms has chiefly focused on game elements motivating continued engagement, neglecting whether and why people choose to use them in the first place. Grounded in Uses & Gratifications Theory, this study therefore combined use diaries with follow-up interviews to explore the situated reasons for use of 83 students who voluntarily used a gamified online learning platform. Partial data analysis suggested a motivational threshold of gamification: game design elements don’t motivate the initiation of new use sessions per se, but are able to prolong an already started session. Some other pre- existing sought uses and gratifications are required for gamification to work, although gamification may indirectly support these. Main reasons for initiating use of a gamified learning platform were learning, curiosity, fun, need for closure, and competence.
Original languageEnglish
Title of host publicationCHI'18 Extended Abstracts
Place of PublicationNew York
ISBN (Electronic)978-1-4503-5621-3/18/0
Publication statusPublished - 20 Apr 2018
Event2018 ACM CHI Conference on Human Factors in Computing Systems -, Montreal, Canada
Duration: 21 Apr 201826 Apr 2018


Conference2018 ACM CHI Conference on Human Factors in Computing Systems
Abbreviated titleCHI'18


  • gamification
  • education
  • uses and gratifications
  • reasons for use

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