Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning: A Quantitative Study Employing Kahoot

Abstract

This study is aimed at investigating and comparing the effects on learning achievement and motivation for two game-related pedagogies: gamification and game-based learning. Gamification was the process involving separable and flexible game elements, while game-based learning was the pedagogical procedure based on the inseparable serious games. Thus, gamification and game-based learning were hypothesized to have different effects on learning achievement and motivation. We implemented College English Test-6 (CET-6) and Motivated Strategies for Learning Questionnaire (MSLQ) to quantitatively assess learning achievement and motivation. ANCOVA reported that the positive effects on learning achievement reflected by CET-6 posttest scores were more significant for gamification ( $M=79.3$ 01, $\text{SD}=1.258$ ) than game-based learning ( $M=77.473$ , $\text{SD}=1.262$ ). ANOVA revealed that the positive effects on motivation reflected by the motivation-related subscales, i.e., self-efficacy for learning and performance, extrinsic goal orientation, intrinsic goal orientation, and control of learning beliefs, were more significant for gamification than game-based learning. The main conclusion was that gamification exerted more significantly positive effects on learning achievement and motivation than game-based learning. However, high dependence on immersion might influence the stability for the effects of gamification.