The Active Methodology of Gamification to Improve Motivation and Academic Performance in Educational Context
A Meta-Analysis
Bibliographic Data
| ID | 12968135 |
|---|---|
| Authors | Javier Mula-Falcón (0000-0002-1977-7026, Universidad de Granada, corresponding author), Iñaki Moya-Roselló (University of Manchester), Alberto Ruiz‐Ariza (0000-0003-0351-1490, Universidad de Jaén) |
| Year | 2022 |
| Volume | 14 |
| Issue | 2 |
| Pages | 32-32 |
| Publication date | 2022-04-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of European Studies (JOURNAL) |
| Journal identifiers | ISSN: 1918-7173 • E-ISSN: 1918-7181 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/res.v14n2p32 |
| OpenAlex | W4223983382 |
| Language | EN |
| Citations received | 6 |
| References cited | 11 |
Gamification is an active methodology that involves using game elements in a non-game situation. Gamification has shown to increase motivation and learning in different types of academic students; however, the educational literature shows inconclusive findings. The aim of this meta-analysis is to analyse the effects of gamification on motivation and academic performance in an educational context. Sixteen interventions carried out between January 2010 and the end of January 2022 were retrieved from the databases and included in this meta-analysis. One study was carried out in Primary school, three in Secondary school, and twelve in universities. Four papers analysed the effects on motivation, five on academic performance and seven on both. Results showed that gamification could increase the motivation (SMD = 0.51; 95% CI [0.29, 0.73]; I2 59%; p < 0.00001) and academic performance (SMD = 0.89; 95% CI [0.45, 1.32]; I2 90%; p < 0.0001) in all the educational stages. The implications of including gamification programmes in the educational context are discussed
Context (archaeology · Intrinsic motivation · Mathematics education · Medical education · Meta-analysis · Pedagogy · Psychological intervention · Applied Psychology · Educational Games and Gamification · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sports and Physical Education Research · Internal Medicine
Improving motivation in pre-school education through the use of project-based learning and cooperative learning
Two-part onboarding for game-based learning environments
Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency
From Game Elements to Active Learning Intentions
Self-Determination Theory
Assessing the effects of gamification in the classroom
The applicability of Visible Learning to higher education.
Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Exercise and Children’s Intelligence, Cognition, and Academic Achievement
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement
Gamification in theory and action
Gamifying learning experiences
Gamification in Physical Education
A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students
The "What" and "Why" of Goal Pursuits
| Citations per year | 2 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |