Purpose As hybrid learning reshapes higher education in Vietnam, educators are turning to gamification to keep students motivated and connected. This study investigates how two types of gamification strategies – the Point-Badge-Leaderboard (PBL) triad (reward and peer competition mechanics) and learner-centred design features (instrumental value and gamified enjoyment) – influence learner engagement and, in turn, impact academic performance and course experience satisfaction. Design/methodology/approach Guided by the Stimulus-Organism-Response (S-O-R) framework, we surveyed 290 business students enrolled in hybrid courses. We employed structural equation modelling to examine how gamified features affect engagement and shape key learning outcomes. Findings Instrumental value and peer competition were the strongest drivers of learner engagement, followed by reward and enjoyment. Engagement significantly boosted both academic performance and course satisfaction, highlighting its central role in making gamified learning effective. Interestingly, direct effects from gamification to outcomes were limited, emphasising that engagement is the true engine behind compelling hybrid learning experiences. Originality/value This study moves beyond surface-level gamification to unpack how students actually respond to different design choices. It offers practical insights for educators designing hybrid business courses and contributes to a more learner-focused, culturally grounded approach to gamification in emerging higher education systems.
Hoang et al. (Sat,) studied this question.
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