Gamification means adding game-like elements (e.g., points, levels, leaderboards) to non-game settings like learning environments. The idea is to make learning more engaging, motivating, and even fun — without building a full game. In higher education, gamification can be used in online modules, face-to-face classes, or assessments to spark participation and improve learning. It’s especially helpful in settings where motivation is a challenge, but not all game features work equally well.
Gamification improves academic achievement more than traditional learning ➕➕➕➕ (Bai et al., 2020). It also supports motivation, engagement, and learning performance ➕➕➕➕ (Sailer & Homner, 2020; Koivisto & Hamari, 2019). Effects are stronger when:
Learners enjoy gamification when it fosters enthusiasm, provides performance feedback, and supports goal-setting. But it can also create anxiety or jealousy if rewards seem unfair (Bai et al., 2020).
This summary draws from five meta-analyses, each covering 30–60 studies and thousands of learners. Sailer & Homner (2020) and Bai et al. (2020) are the most comprehensive, focusing on both cognitive and motivational outcomes. Koivisto & Hamari (2019) and Subhash & Cudney (2018) examine specific platforms and populations. Özkan & Solmazer (2023) adds newer evidence and clarifies the importance of goal alignment. All papers report consistent, moderate effects and meet high methodological standards.
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
Özkan, B., & Solmazer, G. (2023). How effective is gamification on students’ learning outcomes? A meta-analysis. Educational Technology Research and Development, 71, 411–451. https://doi.org/10.1007/s11423-023-10337-7
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
