Analysing the Impact of Gamification Techniques on Enhancing Learner Engagement, Motivation, and Knowledge Retention: A Structural Equation Modelling Approach

Authors

  • Lassaad Smirani Information technology and eLearning deanship, Umm Al-Qura University, Mecca, Saudi Arabia https://orcid.org/0000-0003-3195-6278
  • Hanaa Yamani Information technology and eLearning deanship, Umm Al-Qura University, Mecca, Saudi Arabia

DOI:

https://doi.org/10.34190/ejel.22.9.3563

Keywords:

Gamification, e-Learning, Self-Determination Theory (SDT), Learner engagement, Motivation, Knowledge retention, Smart PLS, Structural equation model, Mixed methods

Abstract

This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences.

Author Biography

Hanaa Yamani, Information technology and eLearning deanship, Umm Al-Qura University, Mecca, Saudi Arabia

Hanaa A. Yamani: Received PhD degree in the field of Computer Science (E-learning) from La Trobe University University, Australia, in 2014. Since then she works in E-learning and Distance Education Deanship as a Vice-Dean, Umm Al-Qura University.

Dr Yamani is currently an associate professor of e- learning in E-Learning at Information Science Department at Umm Al-Qura University. She published many studies in the field of Digital transformation, e-Learning, Digital learning, Distance education instruction technology and Digital competencies. Her current research interests include Computer assisted instruction, Online courses Design, e-learning environment design, digital transformation in education, distance learning enhancement.

 

 

Downloads

Published

5 Nov 2024

Issue

Section

Articles

Categories