Journal
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
Volume 69, Issue 5, Pages 2493-2522Publisher
SPRINGER
DOI: 10.1007/s11423-021-10036-1
Keywords
Gamification; Affective outcomes; Behavioral outcomes; Meta-analysis
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This study examined the effects of gamification in formal educational settings on student affective and behavioral outcomes. Findings suggest that gamification has a significant medium overall effect on both affective and behavioral outcomes. The study also explored different gamification design elements as moderators and contextual elements, such as discipline, student level, and publication source, as moderators.
The purpose of this study was to examine the effects of gamification used in formal educational settings on student affective and behavioral outcomes. Using systematic procedures to identify and screen the manuscripts across 18 academic databases, we identified 13 studies with behavioral outcomes and 19 studies with affective outcomes employing gamification in educational settings. These manuscripts accounted for a total of N = 1974 (n = 987 in gamification, n = 987 in control) participants in the affective model, and N = 1596 (n = 760 in gamification, n = 836 in control) in the behavioral model. Employing random-effects models, we calculated two statistically significant medium overall effect sizes for affective outcomes at g = .574 [.384, .764] and for behavioral outcomes at g = .740 [.465, 1.014]. We also examined 14 different gamification design elements (e.g., leaderboards, badges, etc.) as moderators to pinpoint the conditions in which gamification may be effective. Additionally, we examined contextual elements as moderators, including the discipline, student level, and publication source. Publication bias was not identified as a threat to either the affective or behavioral model. We also provide a discussion of our findings, limitations, and suggestions for future research.
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