The Effects of Gamification on Learners’ Engagement According to Their Gamification User Types
Open accessAbstract
Personalization of gameful environments, such as game-based and gamified learning environments, has garnered significant attention in contemporary discourse. However, the outcomes remain inconsistent, with positive, negative, or no effects. At the same time, most research has been limited to using traditional gamification strategies (e.g., those involving points, badges, and leaderboards). To tackle this issue, we examined how ecological gamification (i.e., a gamification design strategy based on the gamification elements chance, imposed choice, economy, rarity, and time pressure) influences students’ sense of engagement (i.e., focused attention, perceived usability, aesthetic appeal, and reward), according to their gamification profiles (i.e., Philanthropist, Socializer, Free-spirit, Achiever, Player, and Disruptor). A quasi-experimental investigation was conducted with 104 participants interacting with a gamified learning management system. Data were examined via partial least squares structural equation modeling. Our findings were twofold, revealing that (1) ecological gamification had a significant impact on Disruptors’ perception of usability and (2) on the Players’ feelings of being rewarded. The study highlights the importance of aligning gamification design with user types to maximize its effectiveness, providing insights into how ecologically designed gamification can personalize gamified educational platforms, optimizing usability and engagement.
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Engagement is often assessed through non-standardized indicators such as points, leaderboards, or task completion, which may not capture its full complexity.
“Despite the growing use of gamification in educational contexts, engagement is often assessed through non-standardized indicators such as points, leaderboards, or task completion, which may not capture its full complexity (e.g., dos Santos et al., 2025;Khaleel et al., 2020;Zeybek & Saygi, 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as dos Santos et al., 2025
Section 4.4 says the study measured only some dimensions of engagement and recommends additional dimensions and qualitative data for a more comprehensive understanding. But Section 3.1 says it assessed engagement with the User Engagement Scale; the paper discusses points and leaderboards as gamification elements, not as non-standardized engagement indicators, and does not establish that engagement is often assessed through them. The supplied copy gives no page numbers. (LLM, conf=0.82)
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- Authors
- dos Santos, L. F., Oliveira, W., Corrêa de Lima, A., de Castro Junior, A. A., & Hamari, J.
- Affiliations
- Tampere University (FI)
- Venue
- Technology, Knowledge and Learning
- Published
- 2025-06-06
- Volume
- 31
- Issue
- 4
- Pages
- 2459-2479
- ISSN
- 2211-1662 (ISSN-L)
- 2211-1670
- OpenAlex
- W4411087778
- Cited by
- 11
- References
- 72
- Citations by year
- 2026: 10 · 2025: 1
- FWCI
- 22.07
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Technology Knowledge and Learning (publishedVersion, cc-by)
- Tampere University Institutional Repository (Tampere University) (submittedVersion, cc-by)
- Funders
- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (001)
- Academy of Finland Flagship Programme (337653)
- Tampere University
- 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
- gamification, student engagement, perceived usability, reward perception, time pressure, points, badges, and leaderboards
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