Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023
Jiyuan Zeng, Daner Sun, Chee‐Kit Looi, Andy Chun Wai FanAbstract
Gamification, characterized by the integration of game design elements into non‐game environments, has gained popularity in classrooms due to its potential for increased engagement and enjoyment compared to traditional lecture‐based teaching methods. While students generally exhibit positive attitudes towards gamification, its impact on academic achievement remains a subject of debate. This study employed a meta‐analysis approach to examine the overall influence of gamification on students' academic performance. The sample comprised 22 experimental studies conducted between 2008 and 2023, comparing the effects of gamified and non‐gamified classes. Utilizing a random effects model, the results revealed a moderately positive effect of gamification on student academic performance (Hedges's g = 0.782, p < 0.05). The paper further discussed the outcomes of various moderator analyses, providing valuable insights into the selection and utilization of game design elements, as well as considerations specific to different educational stages.
Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta‐analyses exploring the diverse impacts of gamification.Practitioner notes
What is already known about this topic
What this paper adds
The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements.