Educational Design and Gamification: The Impact of Contemporary Pedagogical Approaches on Enhancing Active Learning and Intrinsic Motivation among Learners

Abstract

This study examines the growing phenomenon of learners’ disengagement from the Tunisian educational system by the horizon of 2025, within a context still marked by the dominance of transmissive approaches and the assignment of a passive role to the learner in the educational process, which contributes to declining motivation and weak engagement in learning. In this framework, the study proposes the integration of gamification as an innovative pedagogical approach aimed at making learning more engaging and better aligned with the demands of the digital age. It highlights its role in supporting active learning and developing the competency of the ability to act effectively in context through enhancing interaction, participation, and experiential learning. The analysis is grounded in Self-Determination Theory as a conceptual framework for understanding learners’ intrinsic motivation, with particular emphasis on the needs for autonomy and competence development. The study concludes by calling for the reform of educational practices in Tunisia through the adoption of learner-centered approaches capable of addressing learners’ cognitive and psychological needs and reducing school disengagement in the context of digital transformation.