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The Effect of Gamified E-Learning on Marine Ecology Education: Insights from Iranian Maritime Students

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Title: The Effect of Gamified E-Learning on Marine Ecology Education: Insights from Iranian Maritime Students
Language: English
Authors: Sayed Hadi Sadeghi (ORCID 0000-0002-6652-3045)
Source: Environmental Education Research. 2026 32(3):632-649.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Gamification, Program Effectiveness, Marine Education, Ecology, Undergraduate Students, Electronic Learning, Learner Engagement, Knowledge Level, Environmental Education, Computer Simulation
Geographic Terms: Iran (Tehran)
DOI: 10.1080/13504622.2024.2415944
ISSN: 1350-4622
1469-5871
Abstract: This study aimed to evaluate the effectiveness of a gamified e-learning experience in marine ecology among Iranian maritime students. A pre-test/post-test design was adopted to achieve this purpose, focussing on the gamified experience itself rather than comparing it with traditional instructional approaches. The statistical population consisted of 15 undergraduate students at a maritime institute in Tehran, Iran, who were randomly selected. Reliability tests were conducted to collect data, and the test's validity was approved by teachers and experts in the field of environmental education. Its reliability was determined to be 0.75 using the Kuder-Richardson methodology. Participants engaged in a gamified learning experience over a 2-week period. The study highlighted the post-test results and participants' perceptions within the gamified learning environment. The results revealed that e-learning paired with gamification had a positive impact on students' engagement and understanding of geographically remote ecological topics, including coral reefs, mangrove forests, seagrass beds and endemic species of the regions. These findings provide valuable insights for environmental teachers, learners, authorities and curriculum developers in maritime educational systems, emphasising the potential benefits of incorporating gamified learning experiences in educational curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503040
Database: ERIC
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  Value: <anid>AN0191948495;eed01mar.26;2026Mar04.01:43;v2.2.500</anid> <title id="AN0191948495-1">The effect of gamified e-learning on marine ecology education: insights from Iranian maritime students </title> <p>This study aimed to evaluate the effectiveness of a gamified e-learning experience in marine ecology among Iranian maritime students. A pre-test/post-test design was adopted to achieve this purpose, focussing on the gamified experience itself rather than comparing it with traditional instructional approaches. The statistical population consisted of 15 undergraduate students at a maritime institute in Tehran, Iran, who were randomly selected. Reliability tests were conducted to collect data, and the test's validity was approved by teachers and experts in the field of environmental education. Its reliability was determined to be 0.75 using the Kuder-Richardson methodology. Participants engaged in a gamified learning experience over a 2-week period. The study highlighted the post-test results and participants' perceptions within the gamified learning environment. The results revealed that e-learning paired with gamification had a positive impact on students' engagement and understanding of geographically remote ecological topics, including coral reefs, mangrove forests, seagrass beds and endemic species of the regions. These findings provide valuable insights for environmental teachers, learners, authorities and curriculum developers in maritime educational systems, emphasising the potential benefits of incorporating gamified learning experiences in educational curricula.</p> <p>Keywords: Gamification; e-learning; marine education; gamified e-learning; quality education; Iranian context</p> <hd id="AN0191948495-2">Introduction</hd> <p>Gamification involves integrating game design features and components into non-game settings to enhance user experience and motivation (Deterding et al. [<reflink idref="bib21" id="ref1">21</reflink>]; Hanus and Fox [<reflink idref="bib28" id="ref2">28</reflink>]). It has emerged as a promising approach in education (Monterrat, Lavoué, and George [<reflink idref="bib45" id="ref3">45</reflink>]), drawing on game design elements to enhance engagement and provide comprehensive learning experiences. By integrating interactive simulations, virtual explorations of marine ecosystems and gamified quizzes, educators create immersive environments that captivate learners' attention and stimulate curiosity. It has transcended specific fields, demonstrating applicability across diverse contexts and activities, boosting cooperation and improving learning quality (Kasurinen and Knutas [<reflink idref="bib35" id="ref4">35</reflink>]; Mohamad, Sazali, and Salleh [<reflink idref="bib44" id="ref5">44</reflink>]; Nacke and Deterding [<reflink idref="bib47" id="ref6">47</reflink>]; Sailer et al. [<reflink idref="bib51" id="ref7">51</reflink>]; Seaborn and Fels [<reflink idref="bib53" id="ref8">53</reflink>]).</p> <p>Technological advancements have revolutionised education, offering novel avenues to engage students and meet evolving educational needs. In the vast domain of educational methodologies, incorporating technology has brought about a paradigm shift in how knowledge is disseminated and acquired. Computer-based technologies have facilitated enhanced collaboration and proven effective for learning and instruction (Urh et al. [<reflink idref="bib57" id="ref9">57</reflink>]). E-education and e-learning are closely related, but e-education has a broader scope, encompassing all digital aspects of the educational system, including administration and support services, while e-learning specifically focuses on the delivery and facilitation of learning through electronic means. Both play crucial roles in modernising and enhancing educational practices in the digital age.</p> <p>E-education programs have gained popularity due to their delivery of instructional content through interactive media, enabling efficient achievement of learning objectives with minimal effort and in a short timeframe (Al-Yasiri, Jarrah, and Sharif [<reflink idref="bib4" id="ref10">4</reflink>]). The prevalence of the internet has further boosted the popularity of e-education, offering accessible infrastructure and transcending physical boundaries, particularly in higher education (Ding [<reflink idref="bib23" id="ref11">23</reflink>]; Hassan et al. [<reflink idref="bib29" id="ref12">29</reflink>]; Yıldırım [<reflink idref="bib61" id="ref13">61</reflink>]). The COVID-19 pandemic accelerated the growth of online education, with institutes and trainers embracing e-education methods (Alqahtani and Rajkhan [<reflink idref="bib3" id="ref14">3</reflink>]; Wongwuttiwat, Buraphadeja, and Tantontrakul [<reflink idref="bib60" id="ref15">60</reflink>]). In maritime sectors, e-learning processes provide access to hard-to-reach information and data, enhancing training performance and fostering internationalisation (Chen, Bai, and Xiao [<reflink idref="bib17" id="ref16">17</reflink>]). Novoselov ([<reflink idref="bib48" id="ref17">48</reflink>]) suggests that utilising distance learning systems could offer solutions to the challenges of structuring the educational process, potentially alleviating some of the difficulties associated with unique requirements and regulations of maritime education.</p> <p>Gamified scenarios enhance critical thinking, promote ocean literacy and drive actions aimed at ocean conservation (Colleton et al. [<reflink idref="bib18" id="ref18">18</reflink>]; Leitão [<reflink idref="bib37" id="ref19">37</reflink>]; Leitão et al. [<reflink idref="bib38" id="ref20">38</reflink>]). Gamification fosters motivation and peer interaction, nurturing a supportive learning community, and has been associated with increased student motivation and participation in marine engineering education (Leon and Peña [<reflink idref="bib39" id="ref21">39</reflink>]; Tang [<reflink idref="bib56" id="ref22">56</reflink>]). In contrast, traditional teaching often provides little support for creativity and engagement, despite offering a structured framework (Pulatova and Yuldashev [<reflink idref="bib50" id="ref23">50</reflink>]).</p> <p>This research endeavours to explore the efficacy of gamified marine e-learning methods. While previous studies have examined gamified instruction, the investigation into its effectiveness in the context of practical marine education remains limited, particularly within the Iranian context. There is, unfortunately, hardly any definitive research in the domain of using gamification in marine environmental education for the Iranian context; therefore, this study was carried out to fill the gap in the topic for gamified marine learning in Iranian maritime higher education and as an incentive for future endeavours by scholars and researchers, by focusing on the gamified learning outcomes and the perceptions of the participants. Given the increasing prevalence of gamification in education, it is crucial to evaluate its impact and effectiveness. By doing so, it provides insights into how gamification elements can enhance students' learning experiences in marine ecology. The findings underscore the effectiveness of gamification elements in enhancing students' learning experiences, highlighting their potential as valuable tools in the education of marine ecology themes.</p> <hd id="AN0191948495-3">Literature review</hd> <p>The rise of online learning has been accompanied by the integration of gamified methodologies (Brewer and Stockton [<reflink idref="bib11" id="ref24">11</reflink>]). Gamification, which employs game-based mechanics, aesthetics and thinking, aims to engage individuals, stimulate actions, facilitate learning and solve problems (Kapp [<reflink idref="bib34" id="ref25">34</reflink>]). It has been widely implemented across various fields including sciences, IT, engineering, arts, mathematics, language learning, medical sciences and health (Ang et al. [<reflink idref="bib5" id="ref26">5</reflink>]; Burke [<reflink idref="bib14" id="ref27">14</reflink>]; Hiltbrand and Burke [<reflink idref="bib30" id="ref28">30</reflink>]). Numerous studies have documented the positive effects of gamification on higher education students. These studies report improvements in learning experiences, student motivation, engagement and behaviour development (Barna and Fodor [<reflink idref="bib8" id="ref29">8</reflink>]; Bodnar and Clark [<reflink idref="bib10" id="ref30">10</reflink>]; Dicheva et al. [<reflink idref="bib22" id="ref31">22</reflink>]; Subhash and Cudney [<reflink idref="bib55" id="ref32">55</reflink>]). Gamified learning environments often feature clear objectives, temporary goals, rewards and penalties to incentivise participation and performance (Al-Azawi, Al-Faliti, and Al-Blushi [<reflink idref="bib2" id="ref33">2</reflink>]; De-Marcos et al. [<reflink idref="bib20" id="ref34">20</reflink>]).</p> <p>Common gamification elements include points, levels, badges, stories, challenges, avatars and leaderboards (Barata et al. [<reflink idref="bib7" id="ref35">7</reflink>]; Sailer et al. [<reflink idref="bib51" id="ref36">51</reflink>]). These elements provide external motivators and facilitate a sense of achievement. Additionally, feedback, outcomes, clear goals, narratives, teams and progress tracking are streamlined through various gamification structures like content unlocking, gifts, social graphs, quests and certificates (Buckley and Doyle [<reflink idref="bib13" id="ref37">13</reflink>]).</p> <p>Gamification has shown promise in enhancing learning outcomes, academic performance, self-efficacy and retention while inducing positive behavioural and psychological shifts. However, further evaluation is needed to consider instructional resources, contextual factors and individual student characteristics and motivations (Barata et al. [<reflink idref="bib7" id="ref38">7</reflink>]; Buckley and Doyle [<reflink idref="bib13" id="ref39">13</reflink>]; Domínguez et al. [<reflink idref="bib24" id="ref40">24</reflink>]; Hanus and Fox [<reflink idref="bib28" id="ref41">28</reflink>]; Hwang et al. [<reflink idref="bib33" id="ref42">33</reflink>]; Miller, Cafazzo and Seto [<reflink idref="bib43" id="ref43">43</reflink>]). Future research should focus on individualisation, learning styles and interactions within gamified e-education contexts (Behl et al. [<reflink idref="bib9" id="ref44">9</reflink>]). Additionally, the impact of gamified interventions on student engagement varies based on motivation levels (Buckley and Doyle [<reflink idref="bib12" id="ref45">12</reflink>]).</p> <hd id="AN0191948495-4">Gamification in marine environmental education</hd> <p>Gamification in marine environmental education has garnered significant attention as a promising approach to engaging students and fostering deeper learning experiences. Colleton et al. ([<reflink idref="bib18" id="ref46">18</reflink>]) highlighted the potential of games in connecting people to marine environments, emphasising their role in mobilising knowledge and conservation action. Voloshynov et al. ([<reflink idref="bib58" id="ref47">58</reflink>]) demonstrated the efficacy of gamification activities, such as escape room quests, in significantly enhancing knowledge and success rates in maritime higher education. Ouariachi, Li, and Elving ([<reflink idref="bib49" id="ref48">49</reflink>]) further underscored the effectiveness of gamification in environmental education, citing its ability to combine intrinsic and extrinsic motivational elements to promote pro-environmental behavioural change. Leitão et al. ([<reflink idref="bib38" id="ref49">38</reflink>]) added empirical evidence, demonstrating the superior knowledge acquisition achieved through gamified marine education compared to traditional methods. Similarly, Leitão ([<reflink idref="bib37" id="ref50">37</reflink>]) explored the impact of different game elements on motivation in ocean science education, indicating the potential for gamification to enhance engagement and learning outcomes.</p> <p>Studies have demonstrated the efficacy of virtual education, notably employing augmented reality (AR) and virtual reality (VR) technologies, in improving learning outcomes and student engagement within marine ecology education (Chang and Tien [<reflink idref="bib16" id="ref51">16</reflink>]; Duwan, Choi, and Helmuth [<reflink idref="bib25" id="ref52">25</reflink>]). Mei and Yang ([<reflink idref="bib42" id="ref53">42</reflink>]) emphasised the benefits of integrating mobile augmented reality (AR) and gamification in Chinese tertiary education, showcasing the potential for immersive learning experiences in environmental and language education. These innovative tools offer a promising avenue for conveying intricate and abstract concepts such as ocean acidification, providing learners with a more immersive and interactive educational experience (Fauville et al. [<reflink idref="bib26" id="ref54">26</reflink>]). Additionally, the utilisation of virtual reality environments has been linked to enhanced knowledge retention and increased student involvement with marine ecological themes (Duwan, Choi, and Helmuth [<reflink idref="bib25" id="ref55">25</reflink>]). Wang and Tseng ([<reflink idref="bib59" id="ref56">59</reflink>]) further supported the efficacy of gamification in promoting sustainability literacy, highlighting the potential of real-time strategy games in environmental education.</p> <hd id="AN0191948495-5">Gamification in Iranian environmental education</hd> <p>The role of virtual education in the Iranian marine ecosystem is a complex and evolving one. Although the literature lacks a definitive study on the Iranian marine and/or environmental context in higher education, a related study by Ahmadi, Noorani, and Hosseini ([<reflink idref="bib1" id="ref57">1</reflink>]) investigated the impact of gamification on promoting environmental literacy among first-year elementary school students in Tehran. Through a quasi-experimental design, they found that gamification significantly enhanced environmental literacy, particularly in areas such as water, electricity, gas consumption management, waste management, forest preservation and animal protection. Although focused on elementary education, this study highlights the potential of gamification as a transformative approach in Iranian environmental education, increasing the effectiveness of learning concepts and related literacy among students.</p> <hd id="AN0191948495-6">Methodology</hd> <p></p> <hd id="AN0191948495-7">Research design</hd> <p>This quasi-experimental study adopted a pre-test/post-test research design, a commonly used approach in educational research for comparing the effects of teaching methods. This design allows for the assessment of changes in participants' performance or behaviour before and after an intervention. In this case, the study aimed to explore the effectiveness of a gamified e-learning method for marine ecology. Quasi-experimental designs are particularly useful when random assignment to experimental conditions is not feasible, as is often the case in educational settings.</p> <hd id="AN0191948495-8">Participants</hd> <p>The research sample comprised 15 students from a maritime higher education institute in Tehran, Iran, representing the entire research population. All participants volunteered for the study and had completed prerequisite modules related to the Marine Ecology course in preceding semesters, ensuring homogeneity in terms of prior academic experience. This homogeneity minimised potential confounding variables and strengthened the internal validity of the study.</p> <hd id="AN0191948495-9">Procedure</hd> <p>In the virtual teaching combined with gamification, all materials were presented in the format of simulations and online materials within a Marine Ecology course, enhanced with a specially-tailored online gamified material titled <emph>Marine Quest: An Iranian Ecology Adventure</emph>. An introductory session familiarised students with the web-based and gamified contents. Following the provision of demographic information, students received usernames and passwords, granting access to the virtual instructional space on the online game-generating platform. This online course, enhanced with a gamified experience with multiple-choice questions related to marine ecology, awarded credits for correct answers, enabling progression. Moreover, this gamified experience incorporated built-in assessment features that allowed instructors to monitor students' progress and comprehension of marine ecology concepts in real-time. By tracking students' performance in question rounds and bonus challenges, instructors were able to identify areas of strength and weakness, providing targeted feedback and support to enhance learning outcomes. A post-test assessed their learning, and students were surveyed to determine their preferred teaching methods.</p> <hd id="AN0191948495-10">Game design</hd> <p></p> <ulist> <item> Title: Marine Quest: An Iranian Ecology Adventure</item> <p></p> <item> Description:</item> <p></p> <item> <emph>Marine Quest: An Iranian Ecology Adventure</emph> was an interactive multiple-choice game designed to test students'/players' knowledge of marine ecology while embarking on a virtual adventure through various marine ecosystems. It is to be noted that throughout this developed project, the terms 'participants, 'students' and 'players' have been applied interchangeably.</item> <p></p> <item> Students assumed the role of marine biologists exploring different habitats, from wetlands and marshes to coastal waters and coral reefs to deep-sea trenches, to some of the endemic species of the Caspian Sea, encountering diverse marine life along the way.</item> <p></p> <item> The game consisted of 40 levels, with each set representing a different marine ecological features and increasing complexity and difficulty as players progressed.</item> <p></p> <item> Players earned points for each correct answer and deducted points for each incorrect one, and they unlocked new levels as they demonstrated their understanding of marine ecology concepts.</item> <p></p> <item> <emph>Features</emph>:</item> <p></p> <item> Introduction: Students/Players began their journey as marine biologists aboard a research vessel, ready to explore the wonders of the ocean. They were introduced to their mission: to study and document marine life based on the simulations and virtual graphics while answering questions to test their marine ecology knowledge.</item> <p></p> <item> Level selection: Students were able to choose from different level sets representing different marine ecosystems, such as the coral reefs, mangrove forests, seagrass beds of the Persian Gulf and the endemic species of the Caspian Sea. Each level offered a unique set of challenges and questions tailored to the specific ecosystem.</item> <p></p> <item> Question rounds: In each level, students encountered multiple-choice questions related to marine ecology, such as species identification, ecosystem interactions and environmental conservation. They were required to select the correct answer within a time limit to earn points and progress to the next question (Figure 1).</item> <p></p> <item> Exploration: Between question rounds, players explored the virtual marine environment, encountering marine species and observing their behaviour. They interacted with marine organisms by clicking on them to learn more about their characteristics and ecological significance.</item> <p></p> <item> Bonus rounds: Throughout the game, players could also unlock bonus rounds by answering questions correctly and achieving high scores. Bonus rounds included mini-games or challenging questions related to marine ecology topics, offering additional rewards and points.</item> <p></p> <item> Conclusion: After completing all levels and answering all questions, students received a summary of their performance and achievements. Students were able to compare their scores with the other students on a leaderboard.</item> </ulist> <p>PHOTO (COLOR): Figure 1. An interactive multiple-choice question round in chapter: Persian Gulf coral reefs with the task and prompt.</p> <hd id="AN0191948495-11">Instrument</hd> <p>The primary instruments used in this study were the students' final scores in the Marine Ecology course, both before (pre-test) and after (post-test) the instructional interventions. These scores served as objective measures of learning outcomes, specifically assessing students' knowledge and understanding of marine ecology concepts and principles, and were administered to assess students' learning experiences in both the pre-test and post-test. The pre-test was administered at the beginning of the course, and the post-test was given at the end of the course, after the instructional interventions had been implemented.</p> <p>A combination of 40 questions, consisting of multiple-choice, short answer and essay types, were administered. These assessments were designed to cover the breadth of the course content, including topics such as marine biodiversity, ecosystem dynamics, human impacts on marine environments and conservation strategies. The multiple-choice section consisted of 30 questions, each presenting a statement or scenario with four possible answers, only one of which was correct. These questions assessed broad understanding of key concepts and factual knowledge across the topics mentioned. The short answer section included 7 questions requiring responses of 2-3 sentences, aimed at evaluating comprehension and the ability to articulate understanding in a concise manner. These questions focused on detailed aspects of marine biodiversity, specific examples of ecosystem dynamics, case studies on human impacts and short descriptions of conservation strategies. The essay section comprised 3 questions, each requiring a response of 250 to 500 words, to assess deeper analytical and critical thinking skills, as well as the ability to synthesise information. Topics for the essay questions included comprehensive analysis of marine biodiversity and its importance, in-depth exploration of ecosystem dynamics and evaluation of human impacts with discussion on conservation strategies. Each essay needed to present a well-structured argument, supported by relevant examples and references.</p> <p>The framework for the question set included an introduction with clear instructions on approaching each section of the assessment and an explanation of the purpose and relevance of each type of question. The multiple-choice section was organised by topic for logical flow, with questions presented in a randomised order to minimise bias. The short answer section was grouped by related subtopics to encourage thematic connections and included prompts designed to stimulate critical reflection and concise articulation. The essay section provided questions with detailed guidelines on expectations and clear criteria for evaluation, focussing on depth of analysis, coherence and evidence-based arguments. Overall, the framework aimed to enhance the clarity and relevance of the questions, ensuring they aligned with the study's objectives and encouraged students to actively engage with the material through structured questioning, thus evaluating their understanding by prompting reflection on key themes and concepts.</p> <p>To ensure the validity of the assessment, content validity was employed. This involved a thorough review process where the test items were examined by subject matter experts to confirm that they accurately represented the instructional objectives and materials covered in the course. The experts ensured that the test items were aligned with the course goals and learning outcomes. Moreover, the reliability of the test was assessed using the Kuder-Richardson formula 20 (KR-20), which is a measure of internal consistency for assessments with dichotomous choices. The KR-20 reliability index yielded a value of 0.75, indicating a satisfactory level of internal consistency. This reliability index suggests that the test items consistently measured the same underlying constructs related to students' knowledge and understanding of marine ecology.</p> <hd id="AN0191948495-12">Data analysis</hd> <p>The collected data were analysed using a combination of statistical techniques to evaluate the effectiveness of the instructional intervention. A paired t-test was employed to examine differences in learning outcomes. To evaluate the normality of students' scores in the marine ecology course, both pre-test and post-test scores were analysed using the Shapiro-Wilk test, which is suitable for small sample sizes. These statistical tests allowed for the identification of significant differences while controlling for potential confounding variables, such as prior knowledge or demographic characteristics. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS) version 25, a widely used software tool for data analysis in social science research.</p> <p>Satisfaction levels were measured through interviews with each participant, during which they were asked a set of questions. These interviews assessed various aspects of the course content and instructional methods, including students' engagement with the material, their perceived understanding of key concepts and their overall satisfaction with the course structure and delivery. Qualitative analysis of the responses to these questions was conducted to explore participants' satisfaction with the instructional method. The qualitative data and insights, supported by the statistical analysis provided a comprehensive evaluation of the effectiveness of the instructional intervention.</p> <p>In order to systematically analyse the qualitative data, a framework analysis was employed. This method involved developing a matrix to organise data according to key themes and sub-themes, charting the data into this matrix and then mapping and interpreting the results to identify patterns and insights.</p> <p></p> <hd1 id="AN0191948495-13"> • Interview Process and evaluation of satisfaction levels </hd1> <p></p> <ulist> <item> Semi-structured interviews were conducted with each participant to evaluate their satisfaction with the gamified learning experience. Each interview lasted approximately 20 minutes and included questions designed to assess engagement, understanding of key concepts and satisfaction with the course structure. The interviews provided valuable insights into the participants' learning experiences and their perception of the gamified instructional method.</item> <p></p> <item> The interview consisted of 10 open-ended questions. These questions were aimed at gauging students' satisfaction levels regarding the engagement, content clarity, instructional delivery and overall experience with the gamified e-learning course. The full list of interview questions is provided as Supplemental Material.</item> <p></p> </ulist> <hd1 id="AN0191948495-14"> • Qualitative data analysis </hd1> <p></p> <ulist> <item> The qualitative data from the interviews were analysed using a framework analysis. This method allowed for systematic and structured data categorisation according to themes and sub-themes. The following steps were taken:</item> <p></p> <item> The themes were derived from both the interview questions and participants' responses. The primary themes were <emph>engagement with material</emph>, <emph>understanding of key concepts</emph>, <emph>satisfaction with course structure</emph> and <emph>overall satisfaction</emph>. Each theme was broken down into several sub-themes. For example, the theme of <emph>engagement with material</emph> included sub-themes such as <emph>motivation</emph> and <emph>interaction with content</emph>. A coding framework was developed to assign codes to specific excerpts of the interview transcripts, which represented these sub-themes. The interview data were coded according to a predefined framework, which organised participant responses into themes, sub-themes, and specific codes (see Table 1). Each code was assigned based on recurring patterns in the interviews, and the number of participants who provided each type of feedback was tallied. This structured coding process allowed quantifying participant feedback and identifying key trends.</item> <p></p> <item> To minimise subjective bias in the qualitative analysis, two researchers independently reviewed and coded the interview data. After completing their initial analysis, they compared and reconciled their interpretations. Any differences were discussed and resolved by consensus. This process ensured a more objective and reliable interpretation of the qualitative data.</item> <p></p> </ulist> <hd1 id="AN0191948495-15"> • Matrix Development </hd1> <p></p> <ulist> <item> A matrix (see Table 1) was created to organise responses based on the key themes identified during the interviews. The themes included <emph>engagement with material</emph>, <emph>understanding of key concepts</emph>, <emph>satisfaction with course structure</emph> and <emph>overall satisfaction</emph>. Each theme was further broken down into sub-themes and associated codes, representative of participants' feedback.</item> <p></p> </ulist> <hd1 id="AN0191948495-16"> • Charting </hd1> <p></p> <ulist> <item> The next step involved charting the responses into the matrix. This process summarised the data, providing a structured comparison of responses across different themes.</item> <p></p> <item> <emph>Engagement with material</emph>: The participants consistently found the gamified elements fun and interactive, with many mentioning that the challenges kept them motivated. The game-like structure of the course was frequently highlighted as a key factor in maintaining student interest and engagement. For example, participants noted that the interactive elements made learning enjoyable and stimulating, which in turn provided a higher level of engagement with the course content.</item> <p></p> <item> <emph>Understanding of key concepts</emph>: Clear explanations and visual aids were frequently highlighted as critical in helping students understand complex concepts. Many participants emphasised that the visual aids, such as animations and diagrams, were particularly helpful in clarifying difficult topics. The combination of clear, concise explanations and supportive visual materials made it easier for students to grasp and retain key concepts in marine ecology.</item> <p></p> <item> <emph>Satisfaction with course structure</emph>: The course was regarded positively for its well-organised and comprehensive structure, as well as the flexibility it offered, allowing students to learn at their own pace. Most participants appreciated the logical flow of the course content and the ability to revisit materials as needed. The flexibility of the course structure was especially beneficial for those who needed more time to understand certain topics, contributing to a more personalised and effective learning experience.</item> <p></p> <item> <emph>Overall satisfaction</emph>: The majority of students expressed high satisfaction, with most stating that they loved the course and would recommend it to others. The overall positive feedback highlighted the success of the gamified e-learning approach in providing an engaging, informative and enjoyable educational experience. This high level of satisfaction was reflected in the statistical analysis, which showed a high satisfaction rate among participants.</item> </ulist> <p>Table 1. Matrix structure for the qualitative analysis.</p> <p> <ephtml> <table><thead><tr><td>Theme</td><td>Sub-theme</td><td>Code</td><td>Description</td><td>Number of participants</td></tr></thead><tbody valign="top"><tr><td>Engagement with Material</td><td>Motivation</td><td>High motivation</td><td>Participants expressed high motivation to engage with the gamified content</td><td char=".">14/15</td></tr><tr><td /><td /><td>Competitive motivation</td><td>Participants mentioned that competition between peers motivated them to perform better</td><td char=".">5/15</td></tr><tr><td /><td /><td>Lack of motivation</td><td>A participant experienced occasional challenges with maintaining motivation</td><td char=".">1/15</td></tr><tr><td /><td>Interaction with content</td><td>Active participation</td><td>Participants highlighted that interactive elements, such as quizzes and challenges, promoted active participation</td><td char=".">13/15</td></tr><tr><td /><td /><td>Prefer more interactivity</td><td>Some participants suggested that additional interactive features (e.g. clips and videos) would improve their engagement</td><td char=".">2/15</td></tr><tr><td>Understanding of Key Concepts</td><td>Clarity of explanations</td><td>Easy to understand</td><td>Participants found explanations clear and easy to follow</td><td char=".">14/15</td></tr><tr><td /><td /><td>Visual aids enhanced understanding</td><td>Participants felt that animations, simulations and other visual elements were particularly helpful in clarifying difficult concepts</td><td char=".">13/15</td></tr><tr><td /><td /><td>Verbal explanations could be clearer</td><td>A participant noted that some verbal explanations lacked clarity</td><td char=".">1/15</td></tr><tr><td /><td /><td>Request for more real-world examples</td><td>A few participants suggested including more real-world examples to further solidify their understanding of complex marine topics</td><td char=".">3/15</td></tr><tr><td>Satisfaction with Course Structure</td><td>Flexibility</td><td>Valued self-paced learning</td><td>Most participants appreciated the flexibility to learn at their own pace</td><td char=".">12/15</td></tr><tr><td /><td /><td>Preferred structured deadlines</td><td>A small number of participants preferred a more rigid timeline with clear deadlines</td><td char=".">3/15</td></tr><tr><td /><td>Course organisation</td><td>Well-organised content flow</td><td>Participants praised the logical and well-structured flow of the course</td><td char=".">11/15</td></tr><tr><td /><td /><td>Some confusion with module sequence</td><td>Participants expressed slight confusion with the sequence of certain topics</td><td char=".">2/15</td></tr><tr><td /><td /><td>Request for more scaffolding</td><td>Participants suggested incorporating more scaffolding, such as progressively harder tasks, to support learning</td><td char=".">2/15</td></tr><tr><td>Overall Satisfaction</td><td>Recommendation to others</td><td>Strongly recommend the course</td><td>Participants strongly recommended the course to others, highlighting the effectiveness of the gamified approach</td><td char=".">13/15</td></tr><tr><td /><td /><td>Neutral recommendation</td><td>A small number of participants gave neutral feedback, expressing mixed satisfaction</td><td char=".">2/15</td></tr><tr><td /><td>Overall course experience</td><td>Positive overall experience</td><td>Most participants expressed high satisfaction and enjoyment of the course and its gamified elements</td><td char=".">14/15</td></tr><tr><td /><td /><td>Mixed experience</td><td>One participant reported both positive and negative experiences</td><td char=".">1/15</td></tr></tbody></table> </ephtml> </p> <p>Table 3. Mean scores and standard deviation of students' scores in pre-test and post-test.</p> <p> <ephtml> <table><thead><tr><td /><td>Test</td><td>Group</td><td>Mean</td><td>SD</td><td>N</td></tr></thead><tbody valign="top"><tr><td>Students'Scores in Marine Ecology</td><td>Pre-test</td><td>E-learning combined with gamification</td><td char=".">14.612</td><td char=".">0.504</td><td char=".">15</td></tr><tr><td>Post-test</td><td>E-learning combined with gamification</td><td char=".">15.160</td><td char=".">0.737</td><td char=".">15</td></tr></tbody></table> </ephtml> </p> <hd id="AN0191948495-17">Results</hd> <p>This study employed a paired t-test to examine differences in learning outcomes and to address the following research question:</p> <p></p> <ulist> <item> What are the observed learning outcomes in the environmental e-learning in marine ecology enhanced by gamification?</item> </ulist> <p>Initially, all necessary assumptions related to the research variables were examined. The first assumption focused on the normality of the score distribution. The pre-test scores had a mean of 14.612 and a standard deviation of 0.504, while the post-test scores had a mean of 15.160 and a standard deviation of 0.737. Fifteen students participated in both assessments. The results of the Shapiro-Wilk test are summarised in Table 2.</p> <p>Table 2. Results of the Shapiro-Wilk test to assess normality of the data.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Test</td><td>Shapiro-Wilk statistics</td><td><italic>p</italic>-value</td></tr></thead><tbody valign="top"><tr><td>Students' Scores in Marine Ecology</td><td>Pre-test</td><td char=".">0.971</td><td char=".">0.879</td></tr><tr><td>Post-test</td><td char=".">0.967</td><td char=".">0.808</td></tr></tbody></table> </ephtml> </p> <p>Since both <emph>p-</emph>value were greater than 0.05, the null hypothesis that the scores were normally distributed fails to be rejected. As shown in Table 3, the Shapiro-Wilk test results indicated that both pre-test and post-test score distributions are consistent with normality, validating the assumption of normality for further statistical analyses.</p> <p>Moreover, to examine whether marine ecology e-learning combined with gamification is effective on students' learning outcomes, the scores of students in the Marine Ecology course pre-test and post-test were compared. A paired t-test was conducted to determine if there was a significant difference between the pre-test and post-test scores. The results of the paired t-test are presented in Table 4.</p> <p>Table 4. Results of the paired t-test for pre-test and post-test scores.</p> <p> <ephtml> <table><thead><tr><td>Test</td><td>Mean</td><td>SD</td><td>N</td><td>t-statistic</td><td><italic>p</italic>-value</td></tr></thead><tbody valign="top"><tr><td>Pre-test</td><td char=".">14.612</td><td char=".">0.504</td><td char=".">15</td><td>–</td><td>–</td></tr><tr><td>Post-test</td><td char=".">15.160</td><td char=".">0.737</td><td char=".">15</td><td>–</td><td>–</td></tr><tr><td>Paired t-test</td><td>–</td><td>–</td><td char=".">15</td><td char=".">−25.25</td><td char=".">4.47e-13</td></tr></tbody></table> </ephtml> </p> <p>The paired t-test compares the scores from the pre-test and post-test to see if there is a statistically significant difference. This test is appropriate here because it accounts for the fact that the same students took both the pre-test and post-test, making the two sets of scores related. Assuming the hypotheses were as follows:</p> <p></p> <ulist> <item> Null Hypothesis (<emph>H<subs>0</subs></emph>): There is no significant difference between pre-test and post-test scores.</item> <p></p> <item> Alternative Hypothesis (<emph>H<subs>1</subs></emph>): There is a significant difference between pre-test and post-test scores,</item> </ulist> <p>The t-value obtained from the paired t-test was −25.25 with 14 degrees of freedom (df). The <emph>p-</emph>value obtained was 4.47e-13, which is much smaller than the commonly used significance level of 0.05. The results of the paired t-test indicated that there was a significant increase in the students' scores from the pre-test (<emph>M</emph> = 14.612, SD = 0.504) to the post-test (<emph>M</emph> = 15.160, SD = 0.737), with a t-value of −25.25 and a <emph>p-</emph>value of 4.47e-13. Since the <emph>p-</emph>value (4.47e-13) is much less than the significance level (0.05), the null hypothesis is thereby rejected. Therefore, this significant increase in scores meant that the marine ecology e-learning combined with gamification had a positive impact on students' learning outcomes. These findings support the effectiveness of the gamified educational method in enhancing students' understanding and performance in marine ecology. The increase in the scores indicates that students benefited from the interactive and engaging nature of the gamified learning approach, leading to improved post-test performance compared to their initial pre-test scores.</p> <p>Based on the analysis, it can be concluded that the gamified educational method in the Marine Ecology course significantly improved students' learning outcomes. The use of gamification in e-learning appears to be an effective strategy for enhancing student engagement and learning, as evidenced by the significant increase in post-test scores compared to pre-test scores.</p> <p>The results in Tables 3 and 4 of the study indicate that, using digital technologies, the gamification allowed the students to gain valuable insights into marine ecosystems. The study did not directly compare the gamified e-learning approach to a traditional lecture due to the differences in intervention duration and structure. Instead, it emphasised students' learning outcomes solely within the gamified environment.</p> <p>Furthermore, the findings revealed that participants reported high levels of engagement and perceived the gamified experience as an effective and enjoyable method of learning. The generally positive feedback, which was obtained through interviews with each of the participants in the group, underscored the widespread satisfaction and acceptance of this innovative teaching methodology, reaching approximately 94% satisfaction rates.</p> <hd id="AN0191948495-18">Discussion</hd> <p>Despite the recognised limitation of initial scepticism towards gamification due to several factors, the findings highlight the potential of gamified instruction in enriching the learning experience. Many students initially perceive gamified elements as non-serious or distracting from actual learning, leading to resistance or disengagement (Huang and Soman [<reflink idref="bib32" id="ref58">32</reflink>]). Additionally, students may not fully understand the purpose and benefits of gamification, resulting in scepticism about its effectiveness and relevance to their learning goals (Dicheva et al. [<reflink idref="bib22" id="ref59">22</reflink>]). There is also a fear that gamification might increase the workload or complexity of the coursework, deterring students from fully engaging with the gamified elements (Seaborn and Fels [<reflink idref="bib53" id="ref60">53</reflink>]). Despite these challenges, gamified instruction has significant potential to enhance the learning experience. <emph>Marine Quest: An Iranian Ecology Adventure</emph> provided an engaging and educational experience that combined interactive gameplay with learning about marine ecology, making it an enjoyable way to explore the marine ecological features, as reported in the qualitative assessments of the students. The high level of satisfaction signals a promising avenue for further exploration and implementation of gamification across various educational contexts, especially marine education.</p> <p>However, the multifaceted benefits of gamified instruction extend beyond mere satisfaction metrics. The immersive and interactive nature of gamification not only alleviated the monotony often associated with traditional coursework but also encouraged deep learning by challenging students' minds and enhancing problem-solving skills. This was highlighted by the fact that the gamified content within the course facilitated familiarity with themes and items which otherwise would have been inaccessible or at least harder to grasp for the learners remote from coastal environments. This was done by providing a gamified and virtual experience of interconnectedness of marine ecosystems, marine biodiversity and coastal ecology in their natural habitats. By structuring learning and evaluation in the form of the game, students felt encouraged to actively engage with course content, leading to heightened motivation, purpose-directed learning and higher scores. The results of this study resonate with the growing recognition of gamification as a powerful educational tool capable of addressing the diverse needs and preferences of modern learners.</p> <p>The specially designed gamified material for the course, <emph>Marine Quest</emph>, provided students with the opportunity to virtually encounter and learn about marine phenomena, effectively overcoming the geographical limitations of traditional, in-person education near coastal or marine sites. Unlike traditional marine education methods, which can be logistically challenging and inaccessible to students living far from coastal areas, this gamified experience offered customisable learning experiences tailored to students' interests and learning styles. With multiple level sets representing different Iranian marine ecosystems and varying levels of complexity, students could choose their learning path and pace, ensuring that the game accommodated diverse learning preferences.</p> <p>While traditional marine education relies on physical proximity to marine environments for hands-on learning experiences, this approach may be limited by geographical constraints, especially for students in regions such as Tehran, which is far from the northern and southern coastal areas of Iran. The gamification in this study sought to overcome these barriers by offering a virtual and simulated experience that allowed students to explore diverse marine ecosystems from the Maritime Institute in Tehran. Through interactive gameplay, students were familiarised with the mangrove forests of the southern wetlands, the coral reefs and seagrass beds of the Persian Gulf and the endemic species of the Caspian Sea, such as the Caspian seal, as well as the depths of the sea. This approach ensured that students could engage with marine ecology concepts and gain a better comprehension of marine habitats despite their physical location, as indicated by the pre-test and post-test results and higher course scores.</p> <p>However, it is also crucial to acknowledge the benefits of traditional learning methods. This experiential learning approach supports deeper understanding and engagement with marine ecology topics (Ballantyne and Packer [<reflink idref="bib6" id="ref61">6</reflink>]). A blended learning approach integrates both e-learning and traditional methods, benefiting from the strengths of both methods and offering the flexibility and accessibility of gamified e-learning while incorporating the valuable experiential learning of traditional education (Garrison and Kanuka [<reflink idref="bib27" id="ref62">27</reflink>]). By combining these methods, educators can create a comprehensive learning experience that enhances student engagement and understanding of marine ecology, regardless of their geographical location (Hoic-Bozic, Mornar, and Boticki [<reflink idref="bib31" id="ref63">31</reflink>]). Blended learning, which merges e-learning with traditional methods, provides enhanced flexibility, allowing students to access educational materials anytime and anywhere (Lai and Hwang [<reflink idref="bib36" id="ref64">36</reflink>]; Moore, Dickson-Deane, and Galyen [<reflink idref="bib46" id="ref65">46</reflink>]). This is particularly advantageous for subjects requiring visual aids and simulations, such as marine ecosystems, where digital tools can offer immersive and illustrative experiences (Sorokova [<reflink idref="bib54" id="ref66">54</reflink>]).</p> <p>Furthermore, blended learning environments promote active learning, involving students more deeply in the learning process, which leads to better comprehension and application of knowledge in real-world contexts (Condie and Livingston [<reflink idref="bib19" id="ref67">19</reflink>]). By integrating hands-on, in-person experiences with virtual simulations, students can benefit from the strengths of both approaches, resulting in a more comprehensive and engaging learning experience. While traditional hands-on marine education methods are essential and offer unique advantages, the gamified e-learning approach presented in this study provides an effective and engaging alternative for students located far from coastal areas. A blended learning approach that combines the benefits of e-learning and traditional methods may offer an excellent solution, accommodating and enriching the diverse environmental contexts of learners.</p> <p>Moreover, <emph>Marine Quest</emph> offered a safe and sustainable alternative to traditional methods of in-person marine education, reducing the environmental impact associated with travel to marine sites and minimising disturbances to the partly polluted ecosystem of the Caspian Sea in the north and the fragile environment of the Persian Gulf and the Sea of Oman in the south. While it is possible to visit natural environments without endangering marine life and habitats through good practices, remote (simulated) learning provided additional benefits. The students were able to explore and learn about marine phenomena without disrupting natural habitats or endangering marine life. This approach promoted responsible stewardship of sea life for future generations and conservation efforts. Additionally, it created a deeper understanding of the interconnectedness between human activities and marine conservation, while also serving as an opportunity to emphasise the importance of good practices when visiting natural environments.</p> <p>Overall, the gamified approach to marine ecology education in the maritime institute provided a dynamic and innovative learning approach. The study focused on the effectiveness of the gamified experience in engaging and enhancing the participants' understanding of marine ecology and their perceptions of this method. The results indicate that the gamified learning was well-received by students and successfully met the objectives of creating an accessible and engaging educational environment. These findings highlight the potential of gamification in enhancing e-learning in marine ecology.</p> <hd id="AN0191948495-19">Comparison with previous studies</hd> <p>This study explored the application of gamification in marine ecology education, specifically within the context of Iranian maritime higher education, and has provided empirical evidence supporting its effectiveness. The results demonstrate how previous research influenced and contributed to these findings, indicating a consistent pattern of enhanced learning outcomes with gamification integration (Behl et al. [<reflink idref="bib9" id="ref68">9</reflink>]; Caton and Greenhill [<reflink idref="bib15" id="ref69">15</reflink>]; Leitão et al. [<reflink idref="bib38" id="ref70">38</reflink>]; Li et al. [<reflink idref="bib40" id="ref71">40</reflink>]; Limniou and Mansfield [<reflink idref="bib41" id="ref72">41</reflink>]; Ouariachi, Li, and Elving [<reflink idref="bib49" id="ref73">49</reflink>]; Saleem, Noori, and Ozdamli [<reflink idref="bib52" id="ref74">52</reflink>]). It is noteworthy that this study extends this body of literature by providing empirical evidence of the effectiveness of gamification specifically within the context of Iranian maritime higher education, and thus contributing valuable insights to the broader discourse on innovative marine teaching methodologies.</p> <p>This study builds on the study by Colleton et al. ([<reflink idref="bib18" id="ref75">18</reflink>]) by demonstrating that gamification not only facilitated students' familiarity with marine themes but also motivated them to engage deeply with course content, enhancing their understanding and commitment to marine conservation. The virtual experience of <emph>Marine Quest</emph> allowed students to explore marine ecosystems, thereby bridging the gap between theoretical knowledge and practical conservation action. Voloshynov et al. ([<reflink idref="bib58" id="ref76">58</reflink>]) demonstrated the efficacy of gamification activities in significantly enhancing knowledge and success rates in maritime higher education. The findings of this study extend this by showing that gamified content enabled students to learn complex marine ecology concepts in a more accessible and engaging manner, leading to higher course scores and better retention of information.</p> <p>Leitão ([<reflink idref="bib37" id="ref77">37</reflink>]) explored the impact of different game elements on motivation in ocean science education, highlighting the potential of gamification to enhance engagement and learning outcomes. Ouariachi, Li, and Elving ([<reflink idref="bib49" id="ref78">49</reflink>]) underscored the effectiveness of gamification in combining intrinsic and extrinsic motivational elements to promote pro-environmental behavioural change. The present study supports these findings by demonstrating how the gamified elements in <emph>Marine Quest</emph>, such as multiple levels, interactive gameplay and customisable complexities, heightened student engagement and motivation. The structure of <emph>Marine Quest</emph> encouraged active participation and catered to different learning preferences, providing a stimulating environment that promoted a deeper understanding of marine ecology and conservation issues. The virtual exploration of diverse marine ecosystems further enhanced this learning experience, encouraging students to delve deeper into marine topics. Moreover, this study corroborated the findings by Leitão et al. ([<reflink idref="bib38" id="ref79">38</reflink>]) in demonstrating that the gamified approach led to better comprehension of marine habitats and ecosystems. The pre-test and post-test results indicated significant improvements in student' knowledge, validating the effectiveness of gamification in marine ecology education.</p> <p>Although this study did not employ AR or VR directly, it used gamification to create an immersive learning experience. This aligns with the benefits highlighted in the studies done by Chang and Tien ([<reflink idref="bib16" id="ref80">16</reflink>]) and Duwan, Choi, and Helmuth ([<reflink idref="bib25" id="ref81">25</reflink>]), as the virtual environment in <emph>Marine Quest</emph> allowed students to engage with marine ecosystems remotely, thereby overcoming geographical limitations and enhancing their learning experience.</p> <p>Finally, while the investigation by Ahmadi, Noorani, and Hosseini ([<reflink idref="bib1" id="ref82">1</reflink>]) into the impact of gamification on promoting environmental literacy among elementary students in Tehran focused on a different educational level, their findings are relevant to the present study, as they highlight the transformative potential of gamification in Iranian education. The present study extends this by applying gamification to higher education and marine ecology, showing its effectiveness in engaging students and improving their understanding of complex marine topics.</p> <hd id="AN0191948495-20">Significance and contributions</hd> <p>This study's contribution to the existing literature is twofold. First, it adds empirical evidence on the effectiveness of gamification specifically within the context of Iranian maritime higher education, an area previously underexplored. By providing a gamified virtual learning environment, <emph>Marine Quest</emph> effectively addressed the limitations of traditional marine education methods, such as accessibility and geographical constraints, and contributed to a more engaging and interactive learning experience.</p> <p>Second, this study highlights the potential of gamification as a sustainable educational tool, reducing the environmental impact associated with physical travel to marine sites and minimising disruptions to delicate marine ecosystems. This aligns with the broader discourse on the benefits of virtual learning environments in promoting responsible environmental stewardship.</p> <hd id="AN0191948495-21">Conclusion</hd> <p>This study aimed to explore the potential of gamified e-learning methods in the context of Iranian maritime higher education, an area with limited prior research. Given the growing use of gamification in education and the lack of studies on its application in Iranian environmental education, this research sought to address this gap. By focusing on the gamified learning experience and the post-test answers, the study provided valuable insights into how the gamified instruction positively affected the students' learning outcomes and experiences. Overall, the findings highlighted the positive impact of gamification elements on enhancing students' learning experiences in marine ecology, especially within the Iranian marine context.</p> <p>However, while this study provides satisfying evidence of the efficacy of gamified instruction, it is essential to acknowledge its limitations. The homogeneity of the sample population and the relatively small sample size may have restricted the generalisability of the findings to broader educational contexts. While the sample size in the gamified instructional group was relatively small and does pose limitations regarding the generalisability and robustness of the findings, the study's primary focus was on the qualitative aspects and the internal validity within the gamified learning environment. Despite the sample size constraint, the significant results obtained from the paired t-test underscored the positive impact of gamified learning on students' learning outcomes in marine ecology. The pre-test and post-test scores showed a significant increase, highlighting the effectiveness of the intervention. This study adds valuable evidence to the potential benefits of gamified learning environments, suggesting that they can enhance educational outcomes even in small sample scenarios. Nevertheless, future research with larger samples is warranted to further explore these findings and enhance generalisability.</p> <p>Additionally, while the analysis focused on immediate learning outcomes, future research can explore the long-term impact of gamification on student retention and transfer of knowledge. Nevertheless, the results underscored the potential of gamified instruction in enhancing learning outcomes and promoting student engagement, offering valuable insights for educators and policymakers in the sector seeking to benefit from innovative pedagogical approaches in marine education.</p> <hd id="AN0191948495-22">Ethical approval</hd> <p>After finalising and gaining approval from the research committee and the university educational assistant, the necessary permits were obtained and the samples were selected. All university students participating and the institute were briefed on the research project's procedures before its commencement and the introduction of instructional interventions. Additionally, the participants provided informed written consent to participate in the study.</p> <hd id="AN0191948495-23">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0191948495-24">Geolocation information</hd> <p>This research was carried out at a Maritime Faculty, Tehran, Iran.</p> <hd id="AN0191948495-25">Data availability statement</hd> <p>There was no data set associated with or used by this paper.</p> <ref id="AN0191948495-26"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref57" type="bt">1</bibl> <bibtext> Supplemental data for this article can be accessed online at https://doi.org/10.1080/13504622.2024.2415944.</bibtext> </blist> </ref> <ref id="AN0191948495-27"> <title> References </title> <blist> <bibtext> Ahmadi, M., S. F. Noorani, and S. Hosseini. 2023. " The Effect of Gamification on Improving Students' Environmental Literacy." 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  Data: The Effect of Gamified E-Learning on Marine Ecology Education: Insights from Iranian Maritime Students
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  Data: <searchLink fieldCode="AR" term="%22Sayed+Hadi+Sadeghi%22">Sayed Hadi Sadeghi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6652-3045">0000-0002-6652-3045</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. 2026 32(3):632-649.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Marine+Education%22">Marine Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran+%28Tehran%29%22">Iran (Tehran)</searchLink>
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  Data: 10.1080/13504622.2024.2415944
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  Data: 1350-4622<br />1469-5871
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  Data: This study aimed to evaluate the effectiveness of a gamified e-learning experience in marine ecology among Iranian maritime students. A pre-test/post-test design was adopted to achieve this purpose, focussing on the gamified experience itself rather than comparing it with traditional instructional approaches. The statistical population consisted of 15 undergraduate students at a maritime institute in Tehran, Iran, who were randomly selected. Reliability tests were conducted to collect data, and the test's validity was approved by teachers and experts in the field of environmental education. Its reliability was determined to be 0.75 using the Kuder-Richardson methodology. Participants engaged in a gamified learning experience over a 2-week period. The study highlighted the post-test results and participants' perceptions within the gamified learning environment. The results revealed that e-learning paired with gamification had a positive impact on students' engagement and understanding of geographically remote ecological topics, including coral reefs, mangrove forests, seagrass beds and endemic species of the regions. These findings provide valuable insights for environmental teachers, learners, authorities and curriculum developers in maritime educational systems, emphasising the potential benefits of incorporating gamified learning experiences in educational curricula.
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  Data: 2026
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Marine Education
        Type: general
      – SubjectFull: Ecology
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Environmental Education
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Iran (Tehran)
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      – TitleFull: The Effect of Gamified E-Learning on Marine Ecology Education: Insights from Iranian Maritime Students
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              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1350-4622
            – Type: issn-electronic
              Value: 1469-5871
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Environmental Education Research
              Type: main
ResultId 1