A Review of Studies Examining the Use of Gamification in Educational Settings and Its Effects on Student Motivation and Achievement

Abstract

This paper presents a review of the existing literature regarding the integration of gamification in teaching-learning environment with a focus on the effects on students’ motivation and achievement. Gamification, the process of applying game elements into non-game contexts, has received a lot of attention in universities as a way of promoting user engagement and motivation in learning. Based on self-determination theory, the paper explores how the use of gamification promotes autonomy, competence, and relatedness, which are related to intrinsic motivation. The review integrates findings from different studies and meta-analyses done by Deterding et al. (2011), Anderson et al. (2016), and Hamari et al. (2014), which shows that the integration of gamified features improves engagement, interest and persistence. Furthermore, it investigates the effects of gamification on learners in terms of achievement based on Kapp’s (2012) analysis of game-based methods and techniques. This reflects the fact that gamification has the ability to enhance comprehension, recall, and effective use of knowledge, as asserted by Hamari et al. (2014). Some areas for future research include employing longitudinal designs, adopting individual differences into the intervention, and creating an ideal framework for designing and assessing gamification in education. Such findings enrich the emerging body of literature on gamification in education by expanding knowledge of motivational outcomes and academic results, as well as suggesting avenues for future research and application.

Keywords: Integration of gamification, teaching-learning, environment, students’ motivation, gamification