Effect of Gamification on Students' Motivation in Learning Environment

Mashael Alqahtani
University of North Texas

Dr. Michael Spector

Abstract

This paper investigates the influence of gamification on student motivation within the

learning environment. As technology continues to reshape educational landscapes, understanding

how gamified elements, such as badges and points, impact student engagement is paramount.

This study aims to provide valuable insights into enhancing the learning experience by exploring

the intersection of gamification and motivation. In an era where digital platforms play a

significant role in education, unraveling the effects of gamification on students' motivation can

inform effective instructional strategies and contribute to the ongoing evolution of engaging and

effective learning environments.

According to Zourmpakis et al. (2023), gamification in education must be balanced and most

effective when it meets each student's specific needs. This study examines the effect of

gamification on students' motivation. This study revolves around the following question:

• Does gamification affect students’ motivation to learn?

INTRODUCTION:

In recent years, gamification has become a widely adopted strategy in various fields,

including education, marketing, personnel, and health care. Gamification is often used in

educational settings to enhance student motivation and improve learning outcomes. In

gamification, game design elements are used to engage students in learning activities, making

learning more fun and rewarding (Deterding et al., 2011, as cited in Kyewski & Krämer, 2018).

Especially since students often enjoy group work and cooperative learning and are highly skilled

in using technology, for example, computers and the Internet (Al-Abbasi, 2017).

From an academic standpoint, games are gaining popularity, as evidenced by the growing

research published in this field (Al-Hamri et al., 2014). However, research on gamification, its

elements, its impact on students’ motivation, and its relationship to some theories is limited. This

literature review aims to synthesize and analyze current research on the effect of gaming on

student motivation in learning environments.

Motivation

Many studies over the past decades have demonstrated that motivated pupils are more likely

to be willing to study. Motivation is a state of mind that propels, stimulates, or channels behavior

goals (Vinoy & Kumar,2019). According to Maslow (1981), motivation is critical to successful

learning.

Extrinsic and intrinsic motivation are the two categories of motivation (Ryan & Deci,2020).

The desire to carry out an action that results in a distinct outcome is known as extrinsic

motivation. while the desire to carry out a task or activity because it will fulfill or bring pleasure

to oneself is known as intrinsic motivation. While intrinsic motivation allows students to fully

engage in the job without anticipating a reward, it is more effective in the long term (Torrado &

Díaz,2022). The two primary components of motivation—intrinsic and extrinsic—must be

considered while using information and communication technology (ICT) (Ryan & Deci, 2020).

Gamification

In recent years, incorporating gamification into learning has emerged as a dynamic and

innovative approach to engage learners, enhance motivation, and promote a more interactive

learning experience. Gamification has become a focal point in educational circles, making

traditional learning environments stimulating and fun for students. Many researchers have

offered several definitions of gamification. For example, Kapp (2012) defined gamification as

“using the mechanics, aesthetics, and thinking of play to engage people, motivate action, and

promote learning and problem-solving.” Lee and Hammer (2011) defined gamification as “using

game mechanics, dynamics, and frameworks to reinforce desired behaviors.” Werbach (2014)
defined gamification as “the process of making activities more game-like.” Gamification refers

to the design of systems, services, and processes to provide positive and engaging experiences

such as those provided by games (Hassan & Hamari, 2019). The most common definition of

gamification is “the use of game design elements in non-game contexts” (Deterding et al., 2011,

as cited in An, 2023).

In gamification, game design elements such as badges, challenges, leaderboard/rank, points,

progress bars, and teams are used in non-game contexts (Sailer et al., 2017). Incorporating

gamification elements such as these in learning environments has been shown to impact student

motivation and engagement positively (Baydas & Cicek, 2019). For example, Boverman et al.

(2018), who based their study on self-determination theory (SDT), used badges and progress bars

to enhance intrinsic motivation, which increased student motivation. In addition, in a Massive

Open Online Courses (MOOC) study by Borrás-Gené et al. (2016), the introduction of badges

and competitions within the gaming platform enhanced motivation and supported interaction and

learning. These findings underscore the multifaceted benefits of play in educational contexts.

Bai et al. (2021) explored the effect of different leaderboard designs on intrinsic motivation,

focusing on the role of social comparison. While absolute leaderboards increased motivation for

highly ranked students, relative leaderboards reduced competitive pressure and promoted student

collaboration. The findings underscored the importance of considering personal preferences and

the possible deterrent effects of widespread competition, particularly for students with lower

standing.

Hassan et al. (2021) created an adaptable system for their MOOC platform to foster intrinsic

and extrinsic motivation in line with different learner types because they believe every student

should have the same game-filled experience. They added that some current designs are
inadequate because they only consider extrinsic stimuli and that adaptive systems can meet

intrinsic motivation's relatedness, efficiency, and autonomy needs. The study discovered that

students' motivation increased significantly under the adaptive system. Hakulinen et al. (2015)

explored the motivational effects of badges in a similar context with university-level participants

in an online learning environment. Most participants reported motivation through badges,

suggesting their potential as a promising motivational tool.

Huang and Hew (2015) explored the integration of gamification elements in an SPSS course

hosted on the 'Moodle' platform. By incorporating badges, points, and leaderboards, the

researchers aimed to enhance the learning experience. It was discovered that most learners were

motivated by badges and leaderboards, with points enticing pupils to take on challenging

assignments and extracurricular learning. On the other hand, Cruz et al. (2015) showed that

participants' badge systems were viewed as tasks that must be completed and rewards obtained

for performing tasks in games, so they do not impact their motivation. Moreover, Domínguez et

al. (2013) stated that although their motivation was higher, students who finished the gamified

experience scored higher overall and on practical projects. However, our data also indicates that

these students did poorly on written assignments and participated less in-class activities.

The consensus from these studies, except for the study of Cruz et al. (2015) and sDomínguez et

al. (2013), emphasizes the potential of play to positively influence student motivation, with

attention to the careful design of play elements, which is critical to success in educational

settings. Using gamification elements increases students' intrinsic value for learning and extrinsic

motivation (Alsadoon et al.,2022).

Motivational Theories and Their Relations to gamified learning

This section briefly overviews several theories essential to enhancing a gamified learning

environment, such as flow theory, social comparison, and self-determination, as well as how

these theories may relate to the different game elements.

Social comparison theory (Festinger,1954) states that people are naturally motivated to

compare themselves to relevant peers. According to this theory, there are two different forms of

social comparison: downward identification, where people compare themselves to others who are

less competent, and upward selection, where people compare themselves to those who are more

competent. This idea helps explain why gamification features like leaderboards, points, badges,

and levels are motivating. The feeling of inferiority can catalyze improvement, pushing

individuals toward higher performance levels (Huschens et al., 2019). In the context of

educational motivation, leaderboards, points, levels, and badges serve as motivators, facilitating

upward identification comparisons and enhancing students' engagement in the classroom (Chen

& Chen, 2015).

In flow theory (Csikszentmihalyi, 1990), flow describes the condition of total and deep focus

on a specific task. This idea describes how people are completely absorbed in a task and feel

involved. A multi-level system that lets students select their degree of difficulty can also balance

skill and challenge ideally, enhancing overall engagement and immersion (Hamari &

Sjoblom,2017). By carefully combining feedback and recognition badges, educators can

successfully integrate play and flow theory while imparting a sense of progress and

accomplishment.
 According to the self-determination theory (Ryan& Deci,2000), people are motivated to

participate in activities by three basic psychological needs: competence, autonomy, and

relatedness (Ryan & Deci, 2000, as cited in Alsadoon ,2022). A person's motivation to study and

achieve their goals is called competence. Gamification in education that uses leaderboards,

points, and badges to show participants' success can improve users' sense of competence (Sailer

et al., 2017). Relatedness describes the innate desire to share, connect, and feel a sense of

belonging to others (Baydas & Cicek, 2019). Relatedness is met through gaming activities that

allow users to cooperate or compete. Increased engagement can motivate individuals to continue

participating in the activity and help promote optimistic feelings (Sailer et al., 2017). Autonomy

means that one needs to oversee or be capable of managing one's own life (Baydas & Cicek,

2019). Gamification practices that provide varying degrees of difficulty to tasks may allow

individuals to choose the activities they want to accomplish and help achieve autonomy.

Participants' behavioral and emotional engagement may increase when they feel more

autonomous or independent (Huang et al., 2019).

Conclusion

This paper concludes by emphasizing the crucial role of motivation in the learning process as an

internal energy guiding behavior toward academic goals (Vinoy and Kumar, 2019). Investigating

intrinsic and extrinsic motivation is essential in the context of ICT. The integration of

gamification is increasingly recognized as a cutting-edge strategy to enhance student motivation,

engagement, and overall learning outcomes amidst the evolving educational landscape.
Despite the widespread enthusiasm for gamification, evidence regarding its effectiveness in

enhancing learning motivation is mixed. While a significant portion of research highlights its

positive impact, some studies, including those by Cruz et al. (2015), Domínguez et al. (2013),

report mixed or negative results. Gamification, characterized by game-inspired elements, has

shown promising outcomes in positively influencing student motivation, as demonstrated by

studies emphasizing the effectiveness of badges, leaderboards, and points. These findings align

with social comparison theory, flow theory, and self-determination theory, which collectively

contribute to understanding how various game elements can enhance motivation. Acknowledging

the need for careful design, future research should look into the nuanced relationships between

gamification elements and motivational theories, providing educators with valuable insights to

optimize the educational experience for diverse learners.

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