CONFERENCE
How can one find motivation to learn? Whether in primary school, secondary school, or higher education? Can the desire to learn be cultivated by encouraging the learner to discover their own motivation? While studying at the University of Latvia (UL) doctoral programme, Santa Dreimane explored a topic that has been little studied in Latvia’s educational sciences – gamification. Santa emphasizes that doctoral studies are not a game, but a game can become a reason to pursue a doctorate!
Santa Dreimane is a researcher, lecturer, and now Doctor of Educational Sciences at the UL Faculty of Education, Psychology and Art. In June of this year, Santa defended her doctoral thesis entitled “A Pedagogical Model of Gamification for the Development of Learning Motivation.” She notes that her doctoral studies and research topic have changed her future plans, leading her to set new goals and reach for new heights.
Doctoral Studies Cannot Be Pursued “As a Matter of Principle”
Reflecting on her doctoral journey, Santa Dreimane emphasizes that doctoral studies are not “something after a master’s degree, just a bit more.” It is serious research work, so the chosen topic must truly inspire, and the candidate must have a genuine desire to read, analyze, investigate, explore new approaches, try new methods, experience joy, face setbacks, and find the strength to continue.
“No one enters a doctoral programme “just because”. It is not like a bachelor’s degree, where everyone is told they need higher education. Here, internal motivation is essential. This connects directly to my doctoral thesis topic – motivation. Motivating learning through gamification. It may not be ‘pure’ intrinsic motivation, but rather a level of extrinsic motivation, where the prestige of the education gained, challenging oneself, discovering and creating something new and meaningful, and other qualities in studies matter,” says S. Dreimane.
“My research topic – game elements for motivating learning – is little studied and very new in Latvia. One could say I jumped into complete unknowns; initially, I could not even discuss my topic with professors or peers because no one was familiar with it. Yes, I can say that I am a pioneer in introducing gamification methods into pedagogical practice in Latvia.”
As S. Dreimane explains, gamification serves as a support tool in pedagogical work. However, the method cannot simply be used to make lessons “interesting.” The problem to be addressed must be clearly defined, for example – behavioral issues, lack of motivation, or attitude change. These are factors that can be influenced by various game elements.
From a Dream of a Private Educational Institution to Work in Academia
Initially, Santa considered opening her own private preschool and therefore focused on this age group during her master’s studies. However, doctoral studies, working with students, and research opened a different life path. “I was literally drawn into the academic field! Every doctoral candidate, as part of the assistantship practice, participates in preparing and delivering lectures and working with students. At one point, you shift from being a student to being on the other side. That is when anyone can understand – is this for me or not? And I realized – it is! Working with students, providing new knowledge, preparing and teaching lectures – this is mine!” explains Santa regarding her change of plans.
Of course, the first lectures were intimidating, as a greenhorn cannot immediately understand student needs, expectations, and perspectives. “But I enjoyed it so much that I kept going and continue to teach, prepare courses, and work with students. Doctoral studies helped me grow as an academic professional. In turn, working with students helped me write my dissertation. Essentially, it was the integration of theory and practice. I studied learning methodologies that had not been used in Latvia, tried them in my classes, analyzed them with students, which helped me refine the processes and understand what still needed to be researched and improved.”
Practical Applications as a Continuation of Research
“My research topic, simply put, is about how to develop learning motivation and make the learning process more engaging and enjoyable by using game elements. How can integrating game elements into lessons help develop motivation in students at any level of education? During my research, I also used these game elements in my lectures and could observe what works, what excites, and what may be less successful. Evaluated with experts and empirically tested with students, I developed a pedagogical model of gamification for the development of learning motivation,” explains the UL researcher.
The primary goal is not grades but the desire to learn, explore, and engage in the learning process. The results follow in a tangible way. Students enjoy attending classes, like the teacher, and appreciate the topic. Ultimately, learning becomes more effective, as knowledge is more durable and deeper. “Essentially, I studied and continue to study how integrating game elements into lessons can enhance learners’ motivation.”
The greatest satisfaction is that the research results are applied in practice. Santa passes on her knowledge of gamification and game-based learning to future teachers through her lectures, who then use it in their pedagogical work in schools. Santa’s vision is to compile all the knowledge and findings into a book that would benefit every teacher in Latvia. “Clearly, no one will sift through my doctoral thesis looking for practical information, so such a guide or handbook would be the next step in disseminating knowledge more broadly.”
More information about admission requirements and doctoral programmes is available at doktorantura.lu.lv/en.
Doctoral Studies at UL – A Path to Research and Excellence!
Machine translation tools (DeepL and ChatGPT) were used for the initial translation; editorial adjustments were applied to ensure clarity and factual accuracy.
