The impact of Implementing Gamification Elements on Motivation, Engagement and Academic Achievement

This study investigates the influence of gamification on students' motivation, engagement, and academic achievement in a managerial communication course at a large Australian university. Amidst growing concerns about student disengagement in traditional educational settings, gamification has emerged as a promising instructional approach. Utilising game elements like points, and leaderboards, this quasi-experimental study sought to create a more engaging and motivating learning environment. The intervention was conducted in weeks 5-8 of the semester, with students participating in gamified online activities and in-class challenges that contributed to a team-based leaderboard. The research design included pre- and post-gamification surveys using the Higher Education Student Engagement Scale (HESES), the Gameful Experience Questionnaire (GAMEFULQUEST), and the Questionnaire on Motivation for Cooperative Learning Strategies (CMELAC). Independent samples t-tests were conducted to analyse the data, focusing on five engagement variables: academic engagement, cognitive engagement, social engagement with teachers, social engagement with peers, and affective engagement. The results, based on responses from 665 students (410 pre-intervention and 255 post-intervention), indicated significant increases in cognitive engagement and social engagement with teachers post-gamification. Cognitive engagement scores showed a notable improvement, with students reporting higher satisfaction, enjoyment of intellectual challenges, and motivation to study. Similarly, social engagement with teachers improved, with students feeling more understood and supported by their instructors. However, there was no significant change in academic engagement and social engagement with peers. This suggests that while gamification can enhance specific aspects of the learning experience, its effects on overall academic performance may vary. The study concludes that gamification has the potential to positively impact certain dimensions of student engagement, particularly cognitive and social aspects, but its influence on academic outcomes remains complex. These findings underscore the need for further research into the nuances of gamification and its role in educational contexts. Educators are encouraged to consider the implementation of gamified elements to foster a more dynamic and interactive learning environment.