Using gamification to enhance learning: A college course case study

Gamification means using game design elements, such as rules, structure, voluntary participation, uncertain outcomes, conflict, decision-making, and outcomes, in non-game contexts. The study compares the differences in learning outcomes and engagement between gamified and traditional instruction methods in university classrooms. Two groups of university students were taught by the same teacher, using the same materials and exams but with different teaching designs. The experimental group used the gamified software Classcraft for assignments, which involved points, badges, leaderboards, and social and entertaining game features, while the control group used traditional lectures and assignments. The results showed a significant improvement in the exam scores of the experimental group of gamified instruction compared to the control group of traditional lecture instruction.

Additionally, the study found that gamified instruction has several positive effects, such as reducing learning stress, increasing course enjoyment, and enhancing both in-class engagement and after-school learning motivation. Gamified instruction enhances learning engagement, which positively influences academic performance and increases the range of improvement. This study provides empirical evidence for using gamified teaching in university education and discusses the design principles and practical applications of gamified teaching. The study concludes that gamification can be used in university classrooms to improve student engagement and learning performance.