Author(s)

Xu Han ¹, Pingqing Chen ¹

Affiliation(s)

¹ Hainan Vocational University of Science and Technology, Haikou, China

Corresponding Author

Xu Han

ABSTRACT

Gamification, the application of game-design elements in non-game contexts, has gained significant attention in the field of education as a means to enhance student engagement and improve learning outcomes. This paper explores the theoretical underpinnings of gamification and its impact on education, analyzing how game-based strategies can effectively be integrated into various subjects and curricula. By examining key concepts such as intrinsic motivation, feedback loops, goal-setting, and the dynamics of social interaction, the paper highlights the potential benefits and challenges associated with gamification in educational settings. Moreover, the paper investigates how gamification can cater to diverse learning styles and abilities, ensuring an inclusive environment for all learners. The discussion aims to provide educators and stakeholders with insights into how gamification can be employed to create more engaging and effective learning experiences, while also addressing the challenges and pitfalls that need careful navigation.

KEYWORDS

Gamification, Education, Student Engagement, Learning Outcomes, Game-Based Strategies

CITE THIS PAPER

Xu Han, Pingqing Chen, Gamification in Education: Enhancing Engagement and Learning Outcomes through Game-Based Strategies. Curriculum and Teaching Methodology (2024) Vol. 7: 1-8. DOI: http://dx.doi.org/10.23977/curtm.2024.071001.

REFERENCES

[1] Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in human Behavior, 78, 235-254.
[2] Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
[3] Bandura, A. (1977). Social learning theory. Englewood Cliffs.
[4] Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 191, 104641.
[5] Czikszentmihalyi, M. (1990). Flow: The psychology of optimal experience (pp. 75-77). New York: Harper & Row. 
[6] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. 

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education