Over the last ten years, gamification has been widely integrated in digital learning environments as a way to increase learners’ motivation. However, little is known about engaged behaviors adopted by learners when using gamified learning environments. In this paper, we analyze learners’ interactions with a gamified learning environment to study learners’ engagement in this particular context and to identify the factors that influence engaged behaviors. We also analyze the complex relationships that exist between learners’ engagement and motivation. We conducted a large-scale field study in ecological conditions, involving 257 students (13-14 years’ old) in 12 classes, from 4 different middle schools. We identified a model of engagement that distinguishes two types of engaged behaviors: an achievement-oriented engagement for initially intrinsically motivated learners or high achiever learners, and a perfection-oriented engagement for low achiever learners. We show that each type of engaged behavior has a specific impact on the variation in learners’ motivation during the learning activity. This model contributes to a better understanding of how gamification can affect learners’ engaged behaviors and motivation during the learning activity according to their initial motivation and player profile. These findings open up new perspectives in terms of motivational affordances, as well as the design and dynamic adaptation of gamification based on learners’ interaction traces with the learning environment.

在过去十年中，游戏化已被广泛整合到数字学习环境中，以此作为提高学习者积极性的一种方式。然而，对于学习者在使用游戏化学习环境时所采用的参与行为知之甚少。在本文中，我们分析了学习者与游戏化学习环境的互动，以研究学习者在此特定环境中的参与并确定影响参与行为的因素。我们还分析了学习者的参与和动机之间存在的复杂关系。我们对生态条件进行了大规模实地研究，涉及来自 4 所不同中学的 12 个班级的 257 名学生（13-14 岁）。我们确定了一种区分两种参与行为的参与模型：对最初有内在动机的学习者或高成就学习者的成就导向参与，以及低成就学习者的完美导向参与。我们表明，每种类型的参与行为对学习活动期间学习者动机的变化都有特定的影响。该模型有助于更好地了解游戏化如何根据学习者的初始动机和玩家资料影响学习活动期间的参与行为和动机。这些发现在动机可供性以及基于学习者与学习环境的交互轨迹的游戏化设计和动态适应方面开辟了新的视角。我们表明，每种类型的参与行为对学习活动期间学习者动机的变化都有特定的影响。该模型有助于更好地了解游戏化如何根据学习者的初始动机和玩家资料影响学习活动期间的参与行为和动机。这些发现在动机可供性以及基于学习者与学习环境的交互轨迹的游戏化设计和动态适应方面开辟了新的视角。我们表明，每种类型的参与行为对学习活动期间学习者动机的变化都有特定的影响。该模型有助于更好地了解游戏化如何根据学习者的初始动机和玩家档案在学习活动期间影响他们的参与行为和动机。这些发现在动机可供性以及基于学习者与学习环境的交互轨迹的游戏化设计和动态适应方面开辟了新的视角。该模型有助于更好地了解游戏化如何根据学习者的初始动机和玩家资料影响学习活动期间的参与行为和动机。这些发现在动机可供性以及基于学习者与学习环境的交互轨迹的游戏化设计和动态适应方面开辟了新的视角。该模型有助于更好地了解游戏化如何根据学习者的初始动机和玩家资料影响学习活动期间的参与行为和动机。这些发现在动机可供性以及基于学习者与学习环境的交互轨迹的游戏化设计和动态适应方面开辟了新的视角。