Gamification and Personalised Learning

Abstract

Gamified personalized learning (GPL) has emerged as a promising approach to enhance student engagement and promote positive learning outcomes in higher education. This study investigated the effectiveness of GPL by comparing its impact on student engagement to that of traditional non-gamified personalized learning (non-GPL) in a higher education setting. The study employed a two-way ANOVA and regression analysis to examine the effects of group (GPL vs. non-GPL) and time (pre-test vs. post-test) on engagement scores. The results indicated a significant positive effect of GPL on engagement. Additionally, the increase in engagement scores from pre-test to post-test was greater for the GPL group. Regression analysis revealed that points, badges, and leaderboards were all significantly positively correlated with engagement scores. These findings suggest that GPL can be a valuable tool for enhancing student engagement and promoting positive learning outcomes in higher education.