Impact of Gamification on Teaching-Learning Criminal Law: A Quasi-Experimental Study with University Students

Recent studies have highlighted the need for innovative teaching methods in legal education, particularly in criminal law. This research examines the impact of gamification on teaching General Criminal Law to university students. Building on previous literature demonstrating gamification's effectiveness in higher education, this study hypothesized that implementing educational games would significantly improve students' learning outcomes and engagement. Using a quasi-experimental design, the study involved 47 university students who participated in educational games including Legal-Historical Domino and Conceptual Cards over one academic semester. The research aimed to evaluate both cognitive improvements and student perceptions of the gamified approach. Results showed significant improvement in students' knowledge (d = 1.68, p < .001), with the "principles of law" dimension exhibiting the largest gain. Students reported highly positive perceptions of the ludic method, particularly its aid to learning (M = 4.57, SD = 0.58). Knowledge improvement correlated positively with perceived learning assistance (r = .45, p = .002). These findings suggest gamification can effectively enhance both academic performance and motivation in legal education, addressing key challenges in 21st-century law teaching.