Cross-sectional survey demonstrates positive associations between gamified learning, motivation, and perceived performance in undergraduates, highlighting effective instructional design.
Key Points
To examine the relationship between gamified learning practices and undergraduate students' motivation and perceived academic performance in higher education.
Conducted a cross-sectional survey of 311 undergraduate students with prior exposure to gamification.
Assessed experiences with common game elements alongside self-reported motivation and academic outcomes using correlation, regression, and ANOVA techniques.
Students reported positive motivation and academic outcomes, with a strong correlation identified between motivation and perceived performance.
Perceived academic performance did not differ significantly across undergraduate class years.
Badges, points, and quizzes were identified as the most frequently experienced gamification features.