Analysis of the Correlation Between Gamification Features and Learning Memory Retention Among Elementary Students

The digital education transformation has driven the adoption of gamification as a strategy to enhance student motivation, engagement, and learning achievement. While empirical evidence confirms the benefits of gamification for short-term learning outcomes, its impact on long-term learning retention among elementary school students remains poorly understood, particularly regarding the unique contributions of specific game design elements. This study aimed to examine the simultaneous contributions of six gamification dimensions—points, badges, leaderboards, challenge levels, immediate feedback, and progress tracking—to the learning retention of elementary school students, while analyzing the mediating role of learning engagement and controlling for age, gender, and prior knowledge. A quantitative explanatory correlational design was employed, involving 150 students in grades four through six selected via two-stage cluster random sampling. Data were analyzed using Spearman correlation, multiple linear regression, and Hayes’ PROCESS Macro (Model 4) with 5,000 bootstrap resamples. The results revealed a statistically significant regression model, F (5, 144) = 36.87, p < 0.001, explaining 56.1% of the variance in learning retention. Challenge levels demonstrated the strongest contribution, followed by badges, progress tracking, points, and leaderboards; five of these features remained significant after controlling for one another. These findings confirm that gamification functions as a multidimensional construct rather than a monolithic intervention. The study offers theoretical contributions by integrating Self-Determination Theory and Flow Theory, as well as practical insights for designing digital learning environments that prioritize challenge calibration and achievement-based reward systems to foster sustained learning retention among elementary school students.