This meta-analysis examines the effectiveness of gamification in enhancing student motivation and deep learning within higher education. Despite its growing use, empirical evidence on gamification’s impact remains mixed and inconclusive. To address this, the study synthesised findings from 22 independent studies using a random-effects model. The results revealed a statistically significant and large overall effect size (Cohen’s d = 1.12, 95% CI 0.42, 1.83, p < .001), confirming that gamification positively influences learning outcomes. However, substantial heterogeneity ( I 2 = 98.84%) indicates variations across studies due to differences in design, type, context, and implementation. Moderator analyses identified key factors influencing effectiveness. Higher effect sizes were observed in disciplines such as Business, Mathematics, and Engineering, particularly among graduate students. Gamification was more effective when applied in offline settings, delivered over moderate durations (3–6 months), and designed using structured frameworks like the MDA model (Mechanics, Dynamics, Aesthetics). Competitive games also showed stronger impacts compared to simpler, narrative-based approaches. Deep learning and academic performance benefitted most, while effects on engagement were smaller. The study highlights the importance of context-specific and theory-driven gamification strategies tailored to learners’ needs and institutional environments. Overall, findings affirm that when carefully implemented, gamification is a powerful tool for improving learning outcomes in higher education.
Gyedu et al. (2026) studied this question.