{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,16]],"date-time":"2025-10-16T11:12:28Z","timestamp":1760613148084,"version":"build-2065373602"},"reference-count":74,"publisher":"Emerald","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,10,20]]},"abstract":"\n Purpose<\/jats:title>\n Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students\u2019 intrinsic motivation, behaviors and perception of learning in gamified, fully online courses.<\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis.<\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters.<\/jats:p>\n <\/jats:sec>\n \n Practical implications<\/jats:title>\n Integrating endogenous fantasy into the curriculum can boost students\u2019 intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience.<\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/itse-02-2024-0043","type":"journal-article","created":{"date-parts":[[2024,8,10]],"date-time":"2024-08-10T00:03:25Z","timestamp":1723248205000},"page":"574-602","source":"Crossref","is-referenced-by-count":0,"title":["Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students\u2019 behavioral engagement"],"prefix":"10.1108","volume":"22","author":[{"given":"Shurui","family":"Bai","sequence":"first","affiliation":[{"name":"The Education University of Hong Kong Department of Mathematics and Information Technology, , Hong Kong,","place":["China"]}]},{"given":"Khe Foon","family":"Hew","sequence":"additional","affiliation":[{"name":"The University of Hong Kong Faculty of Education, , Hong Kong,","place":["China"]}]}],"member":"140","published-online":{"date-parts":[[2024,8,13]]},"reference":[{"key":"2025101606491832400_ref001","doi-asserted-by":"publisher","first-page":"235","DOI":"10.1016\/j.chb.2017.10.001","article-title":"A qualitative investigation of student perceptions of game elements in a gamified course","volume":"78","author":"Aldemir","year":"2018","journal-title":"Computers in Human Behavior"},{"issue":"5","key":"2025101606491832400_ref002","doi-asserted-by":"publisher","first-page":"451","DOI":"10.1177\/02537176211034707","article-title":"The limitations of Quasi-Experimental studies, and methods for data analysis when a Quasi-Experimental research design is unavoidable","volume":"43","author":"Andrade","year":"2021","journal-title":"Indian Journal of Psychological Medicine"},{"key":"2025101606491832400_ref003","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2015.01016","article-title":"Look together: analyzing gaze coordination with epistemic network analysis","volume":"6","author":"Andrist","year":"2015","journal-title":"Frontiers in Psychology"},{"key":"2025101606491832400_ref004","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1109\/ITHET56107.2022.10031915","article-title":"How fantasy may affect student engagement in gamified fully online classes: a Mixed-Method study","volume-title":"2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET)","author":"Bai","year":"2022"},{"issue":"1","key":"2025101606491832400_ref005","doi-asserted-by":"publisher","first-page":"29","DOI":"10.1186\/s41239-022-00335-9","article-title":"Incorporating fantasy into gamification promotes student learning and quality of online interaction","volume":"19","author":"Bai","year":"2022","journal-title":"International Journal of Educational Technology in Higher Education"},{"issue":"4","key":"2025101606491832400_ref006","doi-asserted-by":"publisher","first-page":"291","DOI":"10.19030\/CIER.V7I4.8843","article-title":"Increasing student intrinsic motivation and Self-Efficacy through gamification pedagogy","volume":"7","author":"Banfield","year":"2014","journal-title":"Contemporary Issues in Education Research (CIER)"},{"key":"2025101606491832400_ref007","doi-asserted-by":"publisher","first-page":"2982","DOI":"10.1145\/2858036.2858062","article-title":"Fostering intrinsic motivation through avatar identification in digital games","volume-title":"Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems","author":"Birk","year":"2016"},{"key":"2025101606491832400_ref008","doi-asserted-by":"publisher","first-page":"91","DOI":"10.1007\/978-3-030-67788-6_7","article-title":"The mathematical foundations of epistemic network analysis","author":"Bowman","year":"2021"},{"key":"2025101606491832400_ref009","unstructured":"Choi, B. and Baek, Y. 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