The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis.
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| Title: | The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis. |
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| Authors: | Xu, Wei (AUTHOR), Xu, Guang-Ru (AUTHOR), Xing, Qian-Wen (AUTHOR) |
| Source: | Studies in Higher Education. Nov2025, Vol. 50 Issue 11, p2376-2403. 28p. |
| Subjects: | Gamification, Higher education, Effect sizes (Statistics), Affective education, Educational outcomes, Outcome-based education, Cognitive learning |
| Abstract: | This study employed a multilevel meta-analysis to assess the overall effectiveness of gamified learning on educational outcomes in higher education based on 143 effect sizes from 32 studies published between 2013 and 2024. The analysis specifically evaluated the impact of different combinations of game elements on cognitive, skill-based, and affective learning outcomes and explored the moderating variables influencing gamified learning effects. The findings reveal that gamified learning (g = 0.515) has a moderate impact on student learning outcomes compared to non-gamified conditions. More specifically, the impact of gamified learning on cognitive learning outcomes (g = 0.716) and skill-based learning outcomes (g = 0.605) is moderately high, while its effect on affective learning outcomes is moderately low (g = 0.317). The most effective combinations of game elements for enhancing the cognitive, skill-based, and affective learning outcomes are 'Performance/Measurement + Ecological + Social + Personal,' 'Performance/Measurement + Social + Personal,' and 'Performance/Measurement + Ecological + Social + Personal + Fictional,' respectively. These findings can guide educators in designing gamified learning experiences that significantly enhance various learning outcomes. Additionally, the learning domain and intervention duration moderated the impact of gamified learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study employed a multilevel meta-analysis to assess the overall effectiveness of gamified learning on educational outcomes in higher education based on 143 effect sizes from 32 studies published between 2013 and 2024. The analysis specifically evaluated the impact of different combinations of game elements on cognitive, skill-based, and affective learning outcomes and explored the moderating variables influencing gamified learning effects. The findings reveal that gamified learning (g = 0.515) has a moderate impact on student learning outcomes compared to non-gamified conditions. More specifically, the impact of gamified learning on cognitive learning outcomes (g = 0.716) and skill-based learning outcomes (g = 0.605) is moderately high, while its effect on affective learning outcomes is moderately low (g = 0.317). The most effective combinations of game elements for enhancing the cognitive, skill-based, and affective learning outcomes are 'Performance/Measurement + Ecological + Social + Personal,' 'Performance/Measurement + Social + Personal,' and 'Performance/Measurement + Ecological + Social + Personal + Fictional,' respectively. These findings can guide educators in designing gamified learning experiences that significantly enhance various learning outcomes. Additionally, the learning domain and intervention duration moderated the impact of gamified learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2024.2416498 |
