Does educational gamification improve students’ motivation? If so, which game elements work best?

By Jared R. Chapman, Peter Jacob Rich. Journal of Education for Business, 2018

171 citations recorded by the source corpus.

Abstract Educational gamification is a growing field. The authors answer the following important questions: (a) To what degree does educational gamification, in general, increase students' perceived motivation in learning? (b) To what degree do specific game elements impact perceived motivation in learning? and (c) Are the benefits of gamification limited to or enhanced in participants with specific demographic characteristics? A survey of organizational behavior students' perceptions (n = 124) investigated how participating in a gamified course motivated students overall and examined the individual effect of specific game elements. Of the participants, 67.7% reported that the gamified course was more or much more motivating than a traditional course. Correlational data indicated that being a member of any measured demographic (e.g., gender, age, student status) was not a barrier to finding gamification motivating.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

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