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] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 189062481 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xu%2C+Wei%22">Xu, Wei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xu%2C+Guang-Ru%22">Xu, Guang-Ru</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xing%2C+Qian-Wen%22">Xing, Qian-Wen</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Nov2025, Vol. 50 Issue 11, p2376-2403. 28p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+sizes+%28Statistics%29%22">Effect sizes (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189062481 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03075079.2024.2416498 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 2376 Subjects: – SubjectFull: Gamification Type: general – SubjectFull: Higher education Type: general – SubjectFull: Effect sizes (Statistics) Type: general – SubjectFull: Affective education Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Cognitive learning Type: general Titles: – TitleFull: The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xu, Wei – PersonEntity: Name: NameFull: Xu, Guang-Ru – PersonEntity: Name: NameFull: Xing, Qian-Wen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03075079 Numbering: – Type: volume Value: 50 – Type: issue Value: 11 Titles: – TitleFull: Studies in Higher Education Type: main |
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