The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow
Open accessAbstract
Despite the growing attention towards gamification in learning context, challenge-based gamification application has rarely been subjected to testing in education. In recognition of this void, and grounded on gamification principles, we developed Educhall web-based program. Drawing on self-determination theory, and flow theory the present study aims to explore how the application of this challenge-based gamified program in to learning process of students can increase students' motivation, flow, and academic success through the generated competition and challenge. The study applied a random experimental research design within distance learning context with 30 university students of control group and 30 students of experimental group who used the Educhall application for one academic semester. In line with self-determination theory, it was statistically evidenced that application of challenge-based gamified learning method increased level of academic performance and overall motivation. Of the motivational sub factors, experimental group reported significantly higher confidence level and satisfaction towards the course. Furthermore, grounded on flow theory, the study showed that challenge-based gamified learning increased flow level of learners but not significantly which warrants further data collection and experimental research in future studies. Implications for research and practice are discussed.
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Multiplayer collaborative programming environments may allow adolescents to develop both technical and social skills through role rotation, peer feedback, and progressively challenging projects.
“Multiplayer collaborative programming environments may allow adolescents to develop both technical and social skills through role rotation, peer feedback, and progressively challenging projects [51].”
From Health Benefits of Video Games in Adolescents and Young Adults (2026) · cites this paper as [51]
The Materials and method section describes Educhall as a platform where students challenge peers to solve questions, and Practical implications says this can foster peer support and social interaction (page numbers unavailable). The paper does not describe a collaborative programming environment for adolescents or support technical and social skill development through role rotation, peer feedback, and progressively challenging projects. (LLM, conf=0.83)
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Cited by
Sorted by citations
Health Benefits of Video Games in Adolescents and Young Adults
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“Multiplayer collaborative programming environments may allow adolescents to develop both technical and social skills through role rotation, peer feedback, and progres - sively challenging projects [51].”
- Authors
- Kaya, O. S., & Ercag, E.
- Affiliations
- Near East University (CY)
- Corresponding author
- Kaya, Omer Sami
- ORCID
- Kaya, Omer Sami
- Venue
- Education and Information Technologies
- Published
- 2023-01-19
- Volume
- 28
- Issue
- 8
- Pages
- 10053-10078
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- PMC
- PMC9850335
- OpenAlex
- W4317425956
- Cited by
- 121
- References
- 61
- Citations by year
- 2026: 31 · 2025: 44 · 2024: 36 · 2023: 10
- FWCI
- 58.59
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamified learning, academic performance, student motivation, flow experience, self-determination theory, flow theory, distance education, university students, course satisfaction, learner confidence
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