Gamification as a tool for increasing student motivation in a digital educational environment
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.18Keywords:
digital educational environment, educational technologies, gamification, higher education, student motivationAbstract
The purpose of the study was to determine the effectiveness of gamification to increase student motivation. The relevance of the study was due to the need to increase student engagement and learning activity in the context of the digitalization of education. The study was implemented in a quasi-experimental format using a pre-test/post-test design with non-equivalent groups (124 participants). In the experimental group, training took place for 8 weeks using gamification elements in a digital environment. Statistical analysis consisted of t-tests, correlation analysis, and ANCOVA, which was used to control for baseline differences between the experimental and control groups and to provide a more accurate estimate of the intervention effect. The results of the study demonstrated a statistically significant increase in the level of motivation in the experimental group (p < 0.001) with a large effect size. A positive relationship was also established between the intensity of gamification use and the level of motivation (r = 0.64, p < 0.001). The conclusions emphasize that the effectiveness of gamification as a tool for increasing student motivation has generally been confirmed.
References
Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members’ Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5003
Alt, D. (2023). Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation. Computers & Education, 104806. https://doi.org/10.1016/j.compedu.2023.104806
Ansar, M., & George, G. (2022). Gamification in Education and Its Impact on Student Motivation – A Critical Review. In Lecture Notes in Networks and Systems (pp. 161–170). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2940-3_11
Boichenko, M., Churychkanych, I., Kulichenko, A., Shramko, R., & Rakhno, M. (2023). Mind maps to boost the learning of English as L2 at higher education institutions in Ukraine. Amazonia Investiga, 12(70), 229–240. https://doi.org/10.34069/AI/2023.70.10.21
Czerkawski, B. (2024). AI and the Learning Experience Design: From Divergent Creativity to Convergent Precision. TechTrends, 69, 260–270. https://doi.org/10.1007/s11528-024-01032-2
Camacho-Sánchez, R., Rillo-Albert, A., & Lavega-Burgués, P. (2022). Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation. Applied Sciences, 12(21), 11214. https://doi.org/10.3390/app122111214
Camacho-Sánchez, R., Serna Bardavío, J., Rillo-Albert, A., & Lavega-Burgués, P. (2023). Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model. Interactive Learning Environments, 32(10), 6868–6885. https://doi.org/10.1080/10494820.2023.2294762
Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies. Sustainability, 12(12), 4822. https://doi.org/10.3390/su12124822
Das, S., Vaishnavi Nakshatram, S., Söbke, H., Baalsrud Hauge, J., & Springer, C. (2025). Towards gamification for spatial digital learning environments. Entertainment Computing, 52, 100893. https://doi.org/10.1016/j.entcom.2024.100893
de la Cruz-Campos, J.-C., Pozo-Sánchez, S., Berral-Ortiz, B., & Alonso-García, S. (2022). Gamification. In Advances in Game-Based Learning (pp. 119–141). IGI Global. https://doi.org/10.4018/978-1-6684-5240-0.ch008
Ertan, K., & Arkün Kocadere, S. (2022). Gamification design to increase motivation in online learning environments: A systematic review. Journal of Learning and Teaching in Digital Age., 7(2), 151-159. https://doi.org/10.53850/joltida.1020044
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the Impact of Gamification on Student Motivation, Engagement, and Performance. Education Sciences, 13(8), 813. https://doi.org/10.3390/educsci13080813
Ivarson, E., Erlandsson, V., Faraon, M., & Khatib, S. (2024). Augmented reality and gamification in higher education: Designing mobile interaction to enhance students’ motivation and learning. E-Learning and Digital Media, 22(6), 571-590. https://doi.org/10.1177/20427530241239981
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639
Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141-1150. https://doi.org/10.12973/eu-jer.9.3.1141
Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: a systematic review. Educational technology research and development, 72, 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253549
Navarro-Espinosa, J. A., Vaquero-Abellán, M., Perea-Moreno, A.-J., Pedrós-Pérez, G., Martínez-Jiménez, M. d. P., & Aparicio-Martínez, P. (2022). Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions. International Journal of Environmental Research and Public Health, 19(5), 2599. https://doi.org/10.3390/ijerph19052599
Papadakis, S., & Karakose, T. (2025). Gamification and Student Achievement: Potential Benefits, Limitations, and Effective Use in Educational Environments. Educational Process International Journal, 19(1). https://doi.org/10.22521/edupij.2025.19.529
Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307. https://doi.org/10.7821/naer.2022.7.1025
Ramírez-Donoso, L., Pérez-Sanagustín, M., Neyem, A., Alario-Hoyos, C., Hilliger, I., & Rojos, F. (2021). Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course. Interactive Learning Environments, 31(3), 1564–1578. https://doi.org/10.1080/10494820.2020.1855202
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), 19033. https://doi.org/10.1016/j.heliyon.2023.e19033
Reiter, M. (2025). Gamification in Education: Effectiveness and Impact on Student Motivation. Acta Educationis Generalis, 15(s1), 38–51. https://doi.org/10.2478/atd-2025-0013
Rincon-Flores, E. G., & Santos-Guevara, B. N. (2021). Gamification during Covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, 37(5), 43–60. https://doi.org/10.14742/ajet.7157
Sadovets, O., Martynyuk, O., Orlovska, O., Lysak, H., Korol, S., & Zembytska, M. (2022). Gamification in the Informal Learning Space of Higher Education (in the Context of the Digital Transformation of Education). Postmodern Openings, 13(1), 330–350. https://doi.org/10.18662/po/13.1/399
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2021). Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, 27, 139–159. https://doi.org/10.1007/s10758-020-09487-x
Saritepeci, M., & Yildiz Durak, H. (2024). Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study. Education and Information Technologies, 29, 25175–25209. https://doi.org/10.1007/s10639-024-12829-2
Serna Gómez, J. H., Díaz-Piraquive, F. N., Muriel-Perea, Y. d. J., & Díaz Peláez, A. (2021). Advances, Opportunities, and Challenges in the Digital Transformation of HEIs in Latin America. In Radical Solutions for Digital Transformation in Latin American Universities (pp. 55–75). Springer Singapore. https://doi.org/10.1007/978-981-16-3941-8_4
Shatila, K., Martínez-Climent, C., Enri-Peiró, S., & Perez-Ruiz, P. (2024). The impact of gamification on academic performance: the case of digital marketing in Lebanon. European Journal of Innovation Management, 28(8), 4061–4082. https://doi.org/10.1108/ejim-04-2024-0411
Tolentino, A. P. (2025). Digital Gamification: Benefits and Challenges in Education. International Journal of Information and Education Technology, 15(5), 902–911. https://doi.org/10.18178/ijiet.2025.15.5.2296
Turchyn, I., Zaitseva, S., Rudenko, N., Saienko, V., Kuzemko, N., & Denefil, O. (2023). Using distance learning models as opportunities for blended learning for foreigners. Revista Romaneasca Pentru Educatie Multidimensionala, 15(4), 178–191. https://doi.org/10.18662/rrem/15.4/787
Ukgoda, H. (2025). Gamification in Education: Its Impact on Engagement, Motivation, and Learning Outcomes. Journal of Educational Technology Development and Exchange, 18(3), 41–66. https://doi.org/10.18785/jetde.1803.03
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Halyna Kozub, Nataliia Stepanova, Ihor Zelenyi, Igor Shumkov, Vitalii Rudynskyi
This work is licensed under a Creative Commons Attribution 4.0 International License.
