Gamification as a transferable pedagogical innovation for technology education
Developing 21st-century skills through collaborative game-based learning
Bibliographic Data
| ID | 22168413 |
|---|---|
| Authors | Omid Mirmotahari (0009-0003-2821-1088, University of Oslo, corresponding author), Helene Nordrum Grun (University of Oslo), Yngvar Berg (0000-0003-4519-995X, University of Oslo) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-11-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1684459 |
| OpenAlex | W4415904247 |
| Language | EN |
| References cited | 15 |
Introduction Technology literacy has become essential across all academic disciplines, yet traditional pedagogical approaches often struggle to engage students while simultaneously developing twenty-first-century collaborative competencies. This study investigates gamification as an innovative pedagogical method for technology education, examining its effectiveness in developing technology awareness, digital literacy, and collaborative skills. Methods We conducted a case study of two pilot implementations in an introductory computer science course (n = 117 students across two cohorts). The intervention consisted of a narrative 10 driven, collaborative game-based learning track offered alongside a traditional course format. We employed mixed-methods analysis to assess student engagement, motivation, technology comprehension, and learning outcomes. Participation in the gamified track was voluntary and cohorts were not randomized. Results The gamified approach achieved 100% completion rates in the first pilot and 88–92% satisfaction rates across both implementations. Participation in the gamified track was associated with higher reported motivation and collaborative skill development compared to the traditional track. In the second pilot, students who chose the gamified track achieved higher exam scores than peers in the traditional track; however, due to voluntary participation and non-randomized cohorts, these differences represent associations rather than causal effects. Platform consistency emerged as a critical factor: when bonus tasks required platform switching, completion rates significantly dropped across three chapters, indicating that integrated digital learning environments are essential for managing cognitive load and optimizing learning outcomes. Discussion These findings demonstrate that gamification can effectively teach technology concepts through game mechanics whilst simultaneously developing collaborative competencies. We propose a transferable framework for implementing gamification in technology education across disciplines. This research contributes to understanding how innovative pedagogical approaches can address the growing need for technology literacy in higher education
Affordance · Collaborative learning · Digital Learning · Educational technology · Implementation · Instructional design · Literacy · Narrative · Educational Games and Gamification · Teaching and Learning Programming · Visual and Cognitive Learning Processes
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| Highly cited | No |
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