Abstract

Games are well known as devices for increasing engagement, yet their application in fields where engagement could play a significant role, such as interventions to enhance wellbeing or as tools for improving student performance, have been somewhat limited. An important aspect of all games compared to other forms of entertainment is their ability to provide players with choices when facing challenges, especially with respect to gaining a sense of control over one’s actions (autonomy). In this talk, I discuss how recent empirical and pedagogical research using the principles of self-determination theory and especially autonomy have been used to design gaming interventions with a noticeable effect on positive wellbeing, as well as gamification methods providing undergraduate students with autonomy when choosing their assignments, which has improved academic performance, helped develop feelings of inclusivity and supported their wellbeing. Providing choice and thus developing a strong feeling of control over one’s behaviour, especially that one’s actions are consequential, presents a solid foundation for feeling empowered in both life and study.