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

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.