Motivation theory is indispensable when discussing processes of learning. Learners who are motivated can learn almost everything. Students’ motivation is probably one of the most important factors for teacher effectiveness both for engagement in the learning process and high academic performance. To have effective environmental education, it is not only necessary to inform the public about the ocean but also to involve and engage them is essential. Motivation and engagement are some of the most commonly mentioned concepts in gamification, thus, a gamified application seems to have the necessary features to improve the motivation of students in the learning context of Ocean Literacy topics. The main aims of this work were: i) to understand through a systematic evaluation, how game elements affect the different motivation layers; and ii) to compare them in terms of enhancing the motivation to recycle among secondary school students (11-14 years). To measure students’ motivation, a pre-test and a post-test using a recycling situational motivation survey were administered in a classroom environment in Portugal and the UK. Findings show a trend regarding the effect of game elements mainly on the most autonomous forms of motivation. The different game elements, each one with different degrees of effects, were shown to have potential to increase motivation.

在讨论学习过程时，动机理论是必不可少的。有动力的学习者几乎可以学到一切。学生的动机可能是教师在学习过程中的参与度和学习成绩的有效性的最重要因素之一。为了进行有效的环境教育，不仅需要向公众宣传海洋，而且让他们参与进来也是必不可少的。动机和参与是游戏化中最常提到的一些概念，因此，游戏化应用程序似乎具有提高学生在海洋素养主题学习环境中的动机的必要特征。这项工作的主要目的是：i) 通过系统评估了解游戏元素如何影响不同的动机层；ii) 比较它们在提高中学生（11-14 岁）的回收动机方面的作用。为了衡量学生的动机，在葡萄牙和英国的课堂环境中进行了使用回收情景动机调查的前测和后测。调查结果显示了游戏元素对最自主的动机形式的影响的趋势。不同的游戏元素，每一个都有不同程度的影响，被证明具有增加动机的潜力。调查结果显示了游戏元素对最自主的动机形式的影响的趋势。不同的游戏元素，每一个都有不同程度的影响，被证明具有增加动机的潜力。调查结果显示了游戏元素对最自主的动机形式的影响的趋势。不同的游戏元素，每一个都有不同程度的影响，被证明具有增加动机的潜力。