How gamification boosts learning in STEM higher education: a mixed methods study
Abstract Background The demand for professionals with expertise in Science, Technology, Engineering, and Mathematics (STEM) continues to grow. To meet this demand, universities are actively seeking strategies to engage more students in STEM disciplines and improve their learning outcomes. One promis...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-01-01
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| Series: | International Journal of STEM Education |
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| Online Access: | https://doi.org/10.1186/s40594-024-00521-3 |
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| author | Margarita Ortiz-Rojas Katherine Chiluiza Martin Valcke Cindy Bolanos-Mendoza |
| author_facet | Margarita Ortiz-Rojas Katherine Chiluiza Martin Valcke Cindy Bolanos-Mendoza |
| author_sort | Margarita Ortiz-Rojas |
| collection | DOAJ |
| description | Abstract Background The demand for professionals with expertise in Science, Technology, Engineering, and Mathematics (STEM) continues to grow. To meet this demand, universities are actively seeking strategies to engage more students in STEM disciplines and improve their learning outcomes. One promising approach is gamification, specifically using leaderboards. This study investigates the impact of leaderboard-based gamification on the learning performance of 175 students in a calculus course, with a focus on the mediating roles of autonomous motivation and self-efficacy, as well as potential moderating factors such as gender and gaming experience. A mixed-method research approach was employed, combining a pretest–posttest quasi-experimental design with nine qualitative interviews. Results A significant improvement in learning performance for students in the gamified condition was observed. However, no significant effects were found related to the mediating variables. Qualitative analysis supported these findings, revealing that students did not perceive an increase in autonomy within the gamified condition, and instead, themes of controlled motivation were prevalent. While the leaderboard provided a sense of achievement for most participants, the quantitative analysis did not show a strong correlation between self-efficacy and learning performance. Conclusions This study suggests that leaderboard-based gamification can enhance learning performance in calculus courses at the university level. However, the findings highlight the importance of careful gamification design, particularly in how different game elements influence students' motivational aspects. |
| format | Article |
| id | doaj-art-c9c7fa2bd91e41e29d3a7f14e676c7fa |
| institution | Kabale University |
| issn | 2196-7822 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj-art-c9c7fa2bd91e41e29d3a7f14e676c7fa2025-01-12T12:38:23ZengSpringerOpenInternational Journal of STEM Education2196-78222025-01-0112111410.1186/s40594-024-00521-3How gamification boosts learning in STEM higher education: a mixed methods studyMargarita Ortiz-Rojas0Katherine Chiluiza1Martin Valcke2Cindy Bolanos-Mendoza3Centro de Tecnologías de Información, Escuela Superior Politécnica del Litoral, ESPOLCentro de Tecnologías de Información, Escuela Superior Politécnica del Litoral, ESPOLDepartment of Educational Studies, Ghent UniversityCentro de Investigaciones y Servicios Educativos, Escuela Superior Politécnica del Litoral, ESPOLAbstract Background The demand for professionals with expertise in Science, Technology, Engineering, and Mathematics (STEM) continues to grow. To meet this demand, universities are actively seeking strategies to engage more students in STEM disciplines and improve their learning outcomes. One promising approach is gamification, specifically using leaderboards. This study investigates the impact of leaderboard-based gamification on the learning performance of 175 students in a calculus course, with a focus on the mediating roles of autonomous motivation and self-efficacy, as well as potential moderating factors such as gender and gaming experience. A mixed-method research approach was employed, combining a pretest–posttest quasi-experimental design with nine qualitative interviews. Results A significant improvement in learning performance for students in the gamified condition was observed. However, no significant effects were found related to the mediating variables. Qualitative analysis supported these findings, revealing that students did not perceive an increase in autonomy within the gamified condition, and instead, themes of controlled motivation were prevalent. While the leaderboard provided a sense of achievement for most participants, the quantitative analysis did not show a strong correlation between self-efficacy and learning performance. Conclusions This study suggests that leaderboard-based gamification can enhance learning performance in calculus courses at the university level. However, the findings highlight the importance of careful gamification design, particularly in how different game elements influence students' motivational aspects.https://doi.org/10.1186/s40594-024-00521-3GamificationLeaderboardsCalculusMotivationSelf-efficacyLearning performance |
| spellingShingle | Margarita Ortiz-Rojas Katherine Chiluiza Martin Valcke Cindy Bolanos-Mendoza How gamification boosts learning in STEM higher education: a mixed methods study International Journal of STEM Education Gamification Leaderboards Calculus Motivation Self-efficacy Learning performance |
| title | How gamification boosts learning in STEM higher education: a mixed methods study |
| title_full | How gamification boosts learning in STEM higher education: a mixed methods study |
| title_fullStr | How gamification boosts learning in STEM higher education: a mixed methods study |
| title_full_unstemmed | How gamification boosts learning in STEM higher education: a mixed methods study |
| title_short | How gamification boosts learning in STEM higher education: a mixed methods study |
| title_sort | how gamification boosts learning in stem higher education a mixed methods study |
| topic | Gamification Leaderboards Calculus Motivation Self-efficacy Learning performance |
| url | https://doi.org/10.1186/s40594-024-00521-3 |
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