Gamified learning in higher education: associations with student motivation and perceived academic performance

Purpose This study examines the relationship between gamified learning practices and undergraduate students' motivation and perceived academic performance in higher education. Design/methodology/approach A cross-sectional survey collected data from 311 undergraduates with prior exposure to gamification. The instrument assessed their experience with common game elements, alongside self-reported motivation and academic outcomes. Data were analyzed using correlation, regression and ANOVA techniques. Findings Students reported positive motivation and academic outcomes, with a strong correlation observed between the two. Notably, perceived performance did not differ significantly across academic years. Badges, points and quizzes were the most frequently experienced features. Research limitations/implications Reliance on cross-sectional, self-reported data from a convenience sample limits causal interpretation and generalizability, and the use of perceived rather than objective academic performance measures may not fully reflect actual achievement. Practical implications The findings provide practical guidance for educators and instructional designers seeking to integrate inclusive and effective gamification strategies. Originality/value This study provides applied empirical evidence on how specific game mechanics influence student engagement and success across different academic stages.