Gamified Learning Impact: A Meta-Analysis of Game Element Combinations on Students' Learning Outcomes
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| Title: | Gamified Learning Impact: A Meta-Analysis of Game Element Combinations on Students' Learning Outcomes |
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| Language: | English |
| Authors: | Wei-Ang Dai, Wei Xu (ORCID |
| Source: | Educational Technology Research and Development. 2025 73(4):2617-2643. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Gamification, Game Based Learning, Program Effectiveness, Design, Incidence |
| DOI: | 10.1007/s11423-025-10493-y |
| ISSN: | 1042-1629 1556-6501 |
| Abstract: | In educational settings, gamified learning integrates a variety of game elements to improve the learning experience, but a thorough analysis comparing different combinations of these elements is sparse. This meta-analysis consolidated data from 182 effect sizes across 37 randomized or quasi-randomized trials to assess the impact of gamified learning on student outcomes. Statistical analyses were conducted with gamified learning as the independent variable, learning outcomes as the dependent variable, and learning domain, learning stage, and intervention duration as moderating variables. The study aimed to evaluate the overall effect of gamified learning and to determine the most effective combinations of game elements. The results revealed a medium positive effect of gamified learning on learning outcomes (d = 0.566), with the "Rules/Goals + Challenge + Mystery" combination yielding the highest impact. And significant moderation was observed regarding the learning domain and the duration of the intervention. These findings offer valuable guidance for the design and application of gamified learning strategies, highlighting the need to consider moderating factors in educational practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483889 |
| Database: | ERIC |
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| Abstract: | In educational settings, gamified learning integrates a variety of game elements to improve the learning experience, but a thorough analysis comparing different combinations of these elements is sparse. This meta-analysis consolidated data from 182 effect sizes across 37 randomized or quasi-randomized trials to assess the impact of gamified learning on student outcomes. Statistical analyses were conducted with gamified learning as the independent variable, learning outcomes as the dependent variable, and learning domain, learning stage, and intervention duration as moderating variables. The study aimed to evaluate the overall effect of gamified learning and to determine the most effective combinations of game elements. The results revealed a medium positive effect of gamified learning on learning outcomes (d = 0.566), with the "Rules/Goals + Challenge + Mystery" combination yielding the highest impact. And significant moderation was observed regarding the learning domain and the duration of the intervention. These findings offer valuable guidance for the design and application of gamified learning strategies, highlighting the need to consider moderating factors in educational practice. |
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| ISSN: | 1042-1629 1556-6501 |
| DOI: | 10.1007/s11423-025-10493-y |
