Why EdQuest Works: Fuelling Motivation Through Self-Determination Theory

What makes students want to learn—not just because they have to, but because they want to? According to Self-Determination Theory (SDT), it all comes down to three core psychological needs: autonomy, competence, and relatedness. When these needs are met, learners experience higher engagement, deeper learning, and stronger wellbeing. These aren't just buzzwords—they’re the foundation of wellbeing and meaningful learning.

But here’s the catch: simply slapping points and leaderboards on a lesson doesn’t cut it. Research consistently shows that gamification only works when it's grounded in theory and tailored to support these psychological needs (Gupta & Goyal, 2022; Roy & Zaman, 2017). That’s where EdQuest stands apart. ---------------------------------------------------------------------------------------------------------------------

🎮 Not Just Gamified—Gamified With Purpose

At EdQuest, we’ve built our platform with SDT in mind. Every quest, badge, and collaborative challenge is carefully crafted to meet those three core needs:

• Autonomy: From the moment learners create their character and choose their class, they’re given real choice in how they engage. Students earn gold and XP in multiple ways, allowing them to personalise their learning journey and how they contribute to the team. This freedom enhances engagement by giving them ownership over their journey (Deci & Ryan, 2000; Aubert et al., 2023).
  

• Competence: EdQuest’s reward system isn’t just for show—it’s tied to achievable, clear challenges that provide regular feedback. Students unlock new abilities as they level up, reinforcing progress and making their growth visible. This feedback loop builds confidence and encourages students to push further. These systems are proven to boost learners’ confidence and drive (Luarn et al., 2023; Shi & Cristea, 2016).
  

• Relatedness: The collaborative structure of EdQuest encourages peer support, teamwork, and shared quests. Students don’t just work with each other—they depend on one another. That sense of being part of something bigger than yourself? That’s relatedness in action and these social features are essential for sustained motivation (Gupta & Goyal, 2022; Aubert et al., 2023). ---------------------------------------------------------------------------------------------------------------------
  

🧠 The Research Is Clear: Design Matters

Multiple studies have warned that poorly designed gamification can backfire, reducing motivation or creating superficial engagement (Hanus & Fox, 2015; Roy & Zaman, 2017). In contrast, EdQuest draws from peer-reviewed research on gamification heuristics, meaningful rewards, and flow theory—ensuring students don’t just play, they thrive.

For example, immersive design elements—like narrative storylines and character progression—enhance autonomy and deepen emotional investment (Luarn et al., 2023; Arundhathi & Anitha, 2024). We’ve also built meaningfulness into our rewards system: students don’t just earn points; they redeem them for in-class advantages that matter to their journey, a key factor in maintaining motivation (Gupta & Goyal, 2022). ---------------------------------------------------------------------------------------------------------------------

🚀 EdQuest: Motivation with Meaning

At EdQuest, we didn’t just add game elements—we designed an experience rooted in evidence.

EdQuest was created by a Highly Accomplished Teacher and award-winning STEM educator with deep experience in both pedagogy and game-based learning. It blends storytelling, strategy, and psychology to engage learners on every level.

Other platforms may mimic the surface-level fun. But EdQuest is built with intention—enhancing motivation, boosting learning outcomes, and creating classrooms where students genuinely want to be.

Because when learning feels like an adventure, everyone wants to play.

🧾 References

• Aubert, A. H., Scheidegger, A., & Schmid, S. (2023). Gamified online surveys: Assessing experience with self-determination theory. PLoS ONE.

• Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education. IJEM.

• Luarn, P., Chen, C.-C., & Chiu, Y.-P. (2023). Enhancing intrinsic learning motivation through gamification: A self-determination theory perspective. IJILT.

• Roy, R., & Zaman, B. (2017). Why Gamification Fails in Education and How to Make It Successful.