Abstract/Summary

This thesis dives into an understudied but important question for educators: how can we use technology in classrooms to truly inspire and engage students? Although gamified tools and tech-based learning are becoming more common to support learning in schools and in the context of focus – second language learning, little attention has been paid to how these tools can be designed and framed to meet students’ deeper psychological needs and enhance their intrinsic motivation. Drawing on Self-Determination Theory (SDT), the research presented in the thesis takes an integrative look at the motivational power of technology in education, particularly focusing on how it can support students’ needs for autonomy (sense of choice and volition), competence (sense of efficacy), and relatedness (feeling connected to others). Through a pilot study and three large-scale experiments with students aged 9 to 16 years, this thesis examines the importance of combining gamified technology with motivational framing strategies. These strategies include teamwork, friendly competition, and offering students choices in how they engage with technology-based learning. The results across studies suggested that when these strategies are thoughtfully combined with technology, students show greater interest in lessons and feel more engaged. Furthermore, these strategies helped to satisfy students’ psychological needs for autonomy, relatedness, and competence, which indirectly linked motivational framing for technology with interest and engagement. Teachers’ approaches also influenced the learning environment: When teachers used autonomy-supportive styles, encouraging curiosity and providing structure without pressure, the benefits of technology increased. By integrating insights from motivational psychology, technology design, and education, this thesis develops a triadic model of learning, where students thrive at the intersection of engaging technologies, supportive teachers, and an inspiring classroom environment. The findings suggest that technology, used the right way, can transform education—not just by making it fun but by nurturing deep, sustained motivation.