ISSN: 2222-6990
Open access
With the growing integration of information technology into education, blended learning has become a key model in secondary education reform. Yet maintaining student motivation and engagement—especially during self-directed learning phases—remains a major challenge. In this context, gamified interaction strategies that incorporate game elements such as points, levels, and rewards are increasingly seen as effective tools to enhance learning outcomes. This study explores how gamified teaching strategies affect middle school students’ self-efficacy in blended learning environments. Drawing on Self-Determination Theory (SDT), which emphasizes the psychological needs for autonomy, competence, and relatedness, the research investigates how gamification can fulfill these needs and foster intrinsic motivation. Focusing on adolescents—who are highly responsive to interactive learning—this study uses questionnaire surveys and semi-structured interviews in several middle schools in Shenzhen’s Nanshan District. The results show that gamification significantly improves students’ interest, participation, and perceived competence, thereby enhancing self-efficacy. However, the effectiveness of gamification also depends on teachers’ digital literacy and the design quality of gamified tools. This research contributes to theory by applying SDT in the context of gamified blended learning and offers practical insights for improving digital pedagogy. The findings are valuable for educators, curriculum designers, and education technology developers aiming to create more engaging and effective learning experiences.
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