Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment

Abstract

Background Gamification research and practice have gained popularity, but there is a lack of experimental and field evidence regarding the effectiveness of specific design elements and their use contexts especially in developing countries. Aim This research aimed to measure the effect of gamifying digital learning environments and compare the effects of badges and leaderboards on the development of cognitive and achievement motivation of elementary school students. Method A gamified environment focused on the circulatory system and employing interactive storytelling was developed. It was tested through an in-field experiment at an elementary school in Egypt. The research sample was of 30 students in the 5th grade, divided into two equal experimental groups (badges - leaderboard). Results The results indicated an increase in cognitive and achievement motivation among students in both experimental groups. However, there were no significant differences in the effects of badges and leaderboards on the cognitive and achievement motivations of the participants in the two experimental groups. Conclusions These findings suggest that the effects of gamification are more likely due to the holistic design and novelty, rather than the specific use of a specific game element.