Exploring the Impact of Gamification on STEM Learning in Education: The Mediating Role of Facilitating Focus

This study aims to examine the effect of gamification on STEM Learning in education, the mediating role of promotion focus, and the moderating role of teacher guidance. A sample of 385 college students majoring in computer science across different colleges in Jiangsu Province who experienced gamification in their curriculum was surveyed. The data were collected using questionnaires designed to measure gamification in education, STEM Learning outcomes, the level of promotion focus, and the degree of teacher guidance. Confirmatory factor analysis showed good discriminant validity (^2 = 596.165, df = 260, ^2/df = 2.293, RMSEA = 0.056, CFI = 0.922, IFI = 0.924). Positive correlations were found between Gamification Engagement, Facilitative Focus, and STEM Learning in Education (Self-report & Teacher Evaluation). Hypothesis testing indicated gamification's direct effect on STEM Learning (=0.814, p<0.01), mediation by promotion focus (effect value 0.072, 95% CI [0.002, 0.155]), and moderation by teacher guidance (effect value 0.130, 95% CI [0.074, 0.156]). Gamification directly enhances STEM Learning and can be further optimized through teacher-guided promotion focus. To maximize gamification's impact, teachers should balance it with traditional methods and stimulate positive learning motivation among students. Thus, incorporating gamification, reinforcing teacher guidance, and nurturing a promotion-focused learning environment are key for optimal educational outcomes.