From Perception to Participation: A Case Study of Gamified Learning in Engineering Education

This study examines the relationship between gamification and Motivation, Perceived Learning, Teamwork, andFlow—a state of deep focus and enjoyment—among first and third semester university engineering students. Studentresponses were measured using the Motivation for Cooperative Learning Play Strategies (CMELAC) questionnaire at thesemester's start and this feedback was used to inform and refine the implementation of gamified strategies in the coursesto foster greater motivation and learning. Results showed a significant positive response, with 94% of studentsparticipating. On a Likert scale ranging from 1 to 5, where higher scores indicate greater agreement, the average ratingswere as follows: 4.59 for Motivation, 4.27 for Perceived Learning, 4.32 for Teamwork, and 3.96 for Flow. Students weredivided into two groups. First-semester students showed a moderately positive Spearman’s correlation (ρ = 0.675)between Motivation and Perceived Learning, while third-semester students exhibited an even stronger correlation (ρ =0.778) between these variables, suggesting that academic experience may be associated with increased responsiveness togamified activities when highly motivated. Analysis revealed a consistent positive association between Motivation andPerceived Learning, while these findings do not establish causality, they indicate that well-structured gamificationstrategies tend to align with higher perceived learning when motivation is elevated. The stronger associations amongadvanced students point to the importance of tailoring gamification to students’ academic level and familiarity with suchstrategies. These findings highlight the need for adaptable gamification approaches, requiring educators to adjust coursedesign based on students’ needs and levels. The study underscores the importance of structured, engaging activities withfrequent feedback, especially for less advanced students, and shows that familiarity with gamification enhances itseffectiveness. By measuring perceived effectiveness, educators can make informed pedagogical decisions and implementgamification from a holistic, evaluative perspective. Overall, the study provides insights on optimizing gamification toachieve educational goals through engaging, adaptive, and effective learning experiences.