The impact of gamification in educational settings on student learning outcomes: a meta-analysis

Huang, Rui; Ritzhaupt, Albert D.; Sommer, Max; Zhu, Jiawen; Stephen, Anita; Valle, Natercia; Hampton, John; Li, Jingwei

doi:10.1007/s11423-020-09807-z

Cited by 340Educational Games and GamificationOnline Learning and AnalyticsDigital Games and Media

The impact of gamification in educational settings on student learning outcomes: a meta-analysis

Huang, Rui, Ritzhaupt, Albert D., Sommer, Max, Zhu, Jiawen, Stephen, Anita, Valle, Natercia, Hampton, John, Li, Jingwei·2020·Educational Technology Research and Development

DOI 10.1007/s11423-020-09807-z

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A meta-analysis of the impact of virtual technologies on students’ spatial ability
Di, X., & Zheng, X. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10082-3 · Cited by 62 · see citing works
“For instance, Huang et al. (2020) used the meta-analysis method to explore the effect of gamification in educational settings on student learning outcomes.”
Method
Investigating the influence of gamification on motivation and learning outcomes in online language learning
Shen, Z., Lai, M., & Wang, F. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1295709 · Cited by 104 · see citing works
An Interactive Serious Mobile Game for Supporting the Learning of Programming in JavaScript in the Context of Eco-Friendly City Management
Maskeliūnas, R., Kulikajevas, A., Blažauskas, T., Damaševičius, R., & Swacha, J. (2020) · Computers · doi:10.3390/computers9040102 · Cited by 52 · see citing works
“Moreover, they have been demonstrated to positively affect students’ learning outcomes [17,18].”
Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education
Sánchez, G. P., Gutiérrez, R. C., del Olmo‐Muñoz, J., & González‐Calero, J. A. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2021.1939388 · Cited by 59 · see citing works
“…badges and leader boards) in gamification designs, are consistent with the findings of other studies (see Chen, Liu, & Huang, 2019; Lam & Chiu, 2018; Loewen et al., 2019) and meta-analyses (see Bai, Hew, & Huang, 2020; Dehghanzadeh, Fardanesh, Hatami, Talaee, & Noroozi, 2019; Huang et al., 2020).”
Background
Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)
Martín, P., Gil‐Lacruz, M., Gil‐Lacruz, A. I., Azkue-Beteta, J. L., Rodríguez, E. M. L., & Cantarero, L. (2021) · Sustainability · doi:10.3390/su132413573 · Cited by 46 · see citing works
“Missions provide explicit learning goals for players in a meaningfully engaging way [50], as well as to practice activities to support competency and autonomy [51].”
Background
Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners
del Olmo‐Muñoz, J., Baquero, A. B., Gutiérrez, R. C., & González‐Calero, J. A. (2023) · Education Sciences · doi:10.3390/educsci13050487 · Cited by 44 · see citing works
Research Trends and Applications of Gamification in Higher Education: A Bibliometric Analysis Spanning 2013–2022
Irwanto, I., Wahyudiati, D., Saputro, A. D., & Laksana, S. D. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i05.37021 · Cited by 64 · see citing works
Exploring the role of gamification in motivating students to learn
Baah, C., Govender, I., & Subramaniam, P. R. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2210045 · Cited by 74 · see citing works
“The best times, places, and strategies for implementing gamification aspects in the classroom are still up for debate among academic scholars and practitioners (R. Huang et al., 2020).”
Background
How Personalization Affects Motivation in Gamified Review Assessments
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Pessoa, M., Pereira, F. D., Oliveira, E., Oliveira, D. F., Cristea, A. I., Gasparini, I., et al. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-022-00326-x · Cited by 44 · see citing works
“RQ1 is based on research showing user and contextual characteristics moderate gamification’s effect (Hallifax et al., 2019; Huang et al., 2020; Rodrigues et al., 2021; Sailer & Homner, 2020).”
Influential
Gamification and mobile learning: innovative experiences to motivate and optimise music content within university contexts
Candel, E. C., & Colmenero, M. J. R. (2022) · Music Education Research · doi:10.1080/14613808.2022.2042500 · Cited by 37 · see citing works
“Therefore, the steady emergence of meta-analyses and systematic revisions (Baptista and Oliveira 2019; Huang et al., 2020; Koivisto and Hamari 2019; Sailer and Hommer 2020; Silveira and Díaz 2013) provides us with valuable frameworks and theoretical models that are apt for the development of…”
Background
Pre-Service and In-Service Teachers’ Views on Gamification
Sajinčič, N., Sandak, A., & Starčič, A. I. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i03.26761 · Cited by 34 · see citing works
Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment
Mohammed, M., Fatemah, A., & Hassan, L. (2024) · Simulation & Gaming · doi:10.1177/10468781241237389 · Cited by 37 · see citing works
“…did not show any signi ﬁ cant difference between the use of badges and leaderboards previous studies do suggest that the individualistic and competitive nature of leaderboards might serve to adversely in-ﬂ uence students ’ ability to attain the desired educational outcomes (Huang et al., 2020).”
The role and scope of gamification in education: A scientometric literature review
Gini, F., Bassanelli, S., Bonetti, F., Mogavi, R. H., Bucchiarione, A., & Marconi, A. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105418 · Cited by 67 · see citing works
Combining intelligent tutoring systems and gamification: a systematic literature review
Ramadhan, A., Warnars, H. L. H. S., & Razak, F. H. A. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12092-x · Cited by 33 · see citing works
Enhancing students’ engagement through a business simulation game: A qualitative study within a higher education management course
Pitic, D., & Irimiaș, T. (2023) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100839 · Cited by 37 · see citing works
Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study
León, A. M., Aguilar-Parra, J. M., Moreno, J. R., & Colón, A. M. O. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19138000 · Cited by 32 · see citing works
Can gamification enhance online learning? Evidence from a meta-analysis
Yu, Q., Kun, Y., & Li, B. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11977-1 · Cited by 42 · see citing works
“Inspired by Huang et al. (2020) and Ritzhaupt et al. (2021), we divide it into points, badges (or achievements), leaderboards/rankings, rewards/awards/trophies, challenges, levels, avatars, achievements, progress bars, and missions.”
Influential
Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness
Nguyen‐Viet, B., & Nguyen-Viet, B. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2265276 · Cited by 39 · see citing works
“While many studies have evaluated learning performance and outcomes of incorporating gamification in educational settings (Bai et al., 2020; Hanus & Fox, 2015; Huang et al., 2020), several intriguing issues remain unresolved.”
Background
Gamification Design in Education: What Might Give a Sense of Play and Learning?
Erümit, S. F., & Yılmaz, T. K. (2022) · Technology Knowledge and Learning · doi:10.1007/s10758-022-09604-y · Cited by 29 · see citing works
“While many different theoretical bases can be used for gamification (Huang et al., 2020), game mechanics and dynamics are the main motivational elements of gamification and are involved in the regulation, monitoring, and evaluation of the gamification process (Buckley & Doyle, 2016; Zainuddin,…”
BackgroundInfluential
Effects of gamification on academic motivation and confidence of undergraduate nursing students: A systematic review and meta-analysis
Seo, Y. K., Kang, C. M., Kim, K. H., & Jeong, I. S. (2024) · Nurse Education Today · doi:10.1016/j.nedt.2024.106388 · Cited by 35 · see citing works
Exploring the Impact of Artificial Intelligence in Advancing Smart Learning in Education: A Meta-Analysis with Statistical Evidence
Younas, M. S., Ismayil, I., El‐Dakhs, D. A. S., & Anwar, B. (2025) · Open Praxis · doi:10.55982/openpraxis.17.3.842 · Cited by 35 · see citing works
How to Design Audio-Gamification for Language Learning with Amazon Alexa?—A Long-Term Field Experiment
Bräuer, P., & Mazarakis, A. (2022) · International journal of human computer interactions · doi:10.1080/10447318.2022.2160228 · Cited by 26 · see citing works
“Because badges, as previously noted, are among the most studied game design elements (Huang et al., 2020; Seaborn & Fels, 2015), they are considered in this study.”
Background
The effects of gamified flipped classroom on student learning: evidence from a meta-analysis
Yu, Q., & Yu, K. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2209791 · Cited by 26 · see citing works
“The publication type has a moderating e ﬀ ect, consistent with Huang et al. (2020) but inconsistent with Ritzhaupt et al. (2021).”
Influential
Are They Learning or Playing? Moderator Conditions of Gamification’s Success in Programming Classrooms
Rodrigues, L., Pereira, F. D., Toda, A. M., Palomino, P. T., Oliveira, W., Pessoa, M., de Carvalho, L. S. G., de Oliveira, D. B. F., Oliveira, E., Cristea, A. I., et al. (2022) · ACM Transactions on Computing Education · doi:10.1145/3485732 · Cited by 28 · see citing works
“[35] corroborate those findings, demonstrating a positive impact from gamification on cognitive learning outcomes.”
BackgroundResult
Integrating theories for insight: an amalgamated model for gamified virtual reality adoption by science teachers
Ateş, H., & Kölemen, C. Ş. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12892-9 · Cited by 26 · see citing works
“As pivotal agents of change within educational systems, teachers often encounter several barriers that may hinder their adoption of innovative tools like gamified VR (Huang et al., 2020 ).”
Investigating the causal relationships between badges and learning outcomes in SQL-Tutor
Tahir, F., Mitrović, A., & Sotardi, V. A. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-022-00180-4 · Cited by 25 · see citing works
Games and Rewards: A Scientometric Study of Rewards in Educational and Serious Games
Tyni, J., Tarkiainen, A., López‐Pernas, S., Saqr, M., Kahila, J., Bednarik, R., & Tedre, M. (2022) · IEEE Access · doi:10.1109/access.2022.3160230 · Cited by 25 · see citing works
“The high co-occurrence of publications related to gamification, seen in Table 3, could also be because most gamification efforts heavily focus on points, badges, leaderboards, and levels, [21] which are types of rewards, and rewards are the key subject of this study.”
BackgroundInfluential
AI-based multidisciplinary framework to assess the impact of gamified video-based learning through schema and emotion analysis
Vidanaralage, A. J., Dharmaratne, A. T., & Haque, S. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100109 · Cited by 30 · see citing works
The use of leaderboards in education: A systematic review of empirical evidence in higher education
Li, C., Liang, L., Fryer, L. K., & Shum, A. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13077 · Cited by 37 · see citing works
Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game
Lee, J., Chan, J. Y., Botelho, A. F., & Ottmar, E. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10138-4 · Cited by 27 · see citing works
“Online educational games have been found to enhance learners’ engagement and motivation, which in certain contexts have also led to increases in their problem-solving skills and learning (Huang et al., 2020; Karakoç et al., 2020).”
Background
The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial
Alnuaim, A. A. (2024) · JMIR Serious Games · doi:10.2196/52017 · Cited by 40 · see citing works
“Similar to this, Huang et al [9] argue that it can be difficult for educational academics and practitioners to decide when and how to apply gamification design elements.”
Background
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Slamet, T. I., & Meng, C. (2025) · Journal of Computers in Education · doi:10.1007/s40692-024-00349-4 · Cited by 22 · see citing works
“A comprehensive examination by Huang et al. (2020) highlighted gamification’s effectiveness across various educational domains, encompassing behavioral, affective, and cognitive dimensions.”
Gamification in Education and Its Impact on Student Motivation—A Critical Review
Ansar, M., & George, G. (2022) · Lecture notes in networks and systems · doi:10.1007/978-981-19-2940-3_11 · Cited by 28 · see citing works
A point with pointsification? clarifying and separating pointsification from gamification in education
Hellberg, A.-S., & Moll, J. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1212994 · Cited by 22 · see citing works
Learning experience design of an mHealth self-management intervention for adolescents with type 1 diabetes
Schmidt, M., Lu, J., Luo, W., Cheng, L., Lee, M., Huang, R., Weng, Y., Kichler, J., Corathers, S. D., Jacobsen, L. M., et al. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10160-6 · Cited by 24 · see citing works
“Diabetes Journey also incorporates various gamification features (Huang et al., 2020; Laine & Lindberg, 2020).”
BackgroundSelf-citation
Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea
Lee, J.-Y., & Baek, M.-K. (2023) · Sustainability · doi:10.3390/su151411325 · Cited by 38 · see citing works
Towards a Critical Framework of Social Media Literacy: A Systematic Literature Review
Valle, N., Zhao, P., Freed, D., Gorton, K., Chapman, A. B., Shea, A., & Bazarova, N. N. (2024) · Review of Educational Research · doi:10.3102/00346543241247224 · Cited by 19 · see citing works
“…of some categories (e.g., authors’ descriptions of conceptual frameworks used to guide their studies), codes and related analysis of the full-text publications were coded in dyads (i.e., two research team members) to improve the coding process and reliability of the results (Huang et al., 2020).”
Self-citation
Game principle: enhancing learner engagement with gamification to improve learning outcomes
Liu, S., Ma, G., Tewogbola, P. O., Gu, X., Gao, P., Dong, B., He, D., Lai, W., & Wu, Y. (2023) · Journal of Workplace Learning · doi:10.1108/jwl-11-2022-0160 · Cited by 23 · see citing works
Gamified Blockchain Education in Experiential Learning: An Analysis of Students’ Cognitive Well-Being
Tsang, Y. P., Lee, C. K. M., Wu, C. H., & Li, Y. (2024) · IEEE Transactions on Education · doi:10.1109/te.2024.3395617 · Cited by 18 · see citing works
The adoption of gamification in higher education and its impact on academic performance: empirical evidence from Jordan and Palestine
Hmoud, A. Y. R., Salah, O. H., & Altalib, R. A. H. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2428907 · Cited by 29 · see citing works
“…(student) responses to gamification, rather than on the comprehensive, deeper, and more nuanced organizational context, as well as the more multifaceted support requirements and potential barriers to effective implementation (R. Huang et al., 2020; Morschheuser et al., 2018; Riar et al., 2022).”
A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings
BOLAT, Y. İ., & Taş, N. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11411-y · Cited by 28 · see citing works
“In their meta-analysis, Huang et al. (2020) and Kim and Castelli (2021) similarly emphasized that the effect size on gamification academic achievement was more significant at the higher education level than at the K12 level.”
BackgroundInfluential
Exploring Gamification Research Trends Using Topic Modeling
Ayaz, A., Özyurt, Ö., Al-Rahmi, W. M., Salloum, S. A., Shutaleva, A. V., Alblehai, F., & Habes, M. (2023) · IEEE Access · doi:10.1109/access.2023.3326444 · Cited by 22 · see citing works
“Huang et al. [30] is a study that examines the impact of gamification on student learning outcomes in educational settings through meta-analysis.”
Background
Game on for learning: a holistic exploration of Gamification’s impact on student engagement and academic performance in educational environments
Neerupa, C., Kumar, R. N., Pavithra, R., & William, A. J. (2024) · Management Matters · doi:10.1108/manm-01-2024-0001 · Cited by 18 · see citing works
Enhancing Computational Thinking and Problemsolving in Programming Education Through Generative AI: A Scoped Review
Matobobo, C., Ncube, P. D. N., Ngesimani, N. L., Dzvapatsva, G. P., & Chinhamo, E. (2025) · 2025 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016317 · Cited by 17 · see citing works
Hybrid Gamification and AI Tutoring Framework using Machine Learning and Adaptive Neuro-Fuzzy Inference System
Narayanan, K. S., & Kumaravel, A. (2024) · Journal of Advanced Research in Applied Sciences and Engineering Technology · doi:10.37934/araset.42.2.221233 · Cited by 17 · see citing works
Does Gamifying Homework Influence Performance and Perceived Gameful Experience?
Metwally, A. H. S., Chang, M., Wang, Y., & Yousef, A. M. F. (2021) · Sustainability · doi:10.3390/su13094829 · Cited by 17 · see citing works
“[49] where the analysis showed that the activities which were related to the time were not significant.”
Background
Utilising gamified formative assessment to support English language learning in schools: a scoping review
Li, C., Fryer, L. K., & Chu, S. K. W. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2352789 · Cited by 27 · see citing works
“However, Huang et al. (2020) found that the effect size of gamification was larger for undergraduates than for school-aged students.”
Influential
Gamificando la Evaluación: Una Alternativa a la Evaluación Tradicional en Educación Primaria
Tirado‐Olivares, S., González‐Calero, J. A., Gutiérrez, R. C., & Toledano, R. M. (2021) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2021.19.4.008 · Cited by 22 · see citing works
“Metaanálisis actuales sugieren que el tamaño de efecto del uso de PBL se acrecienta cuando se incorporan elementos de la gamificación profunda como pueden ser el trabajo colaborativo o la realización de misiones (Huang et al., 2020).”
Background
Quest-Based Learning: A Scoping Review of the Research Literature
Snelson, C. (2021) · TechTrends · doi:10.1007/s11528-021-00674-w · Cited by 17 · see citing works
Gamified learning impact: a meta-analysis of game element combinations on students’ learning outcomes
Dai, W.-A., Xu, W. M., & Xing, Q.-W. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10493-y · Cited by 18 · see citing works
“The reasons for this discrepancy may lie in the differences in student characteristics, teaching methods employed by teachers, and the learning processes examined in the selected literature (Huang et al., 2020).”
A Meta‐Analysis of Gamification's Impact on Student Motivation in K‐12 Education
Kurnaz, M. F., & Koçtürk, N. (2025) · Psychology in the Schools · doi:10.1002/pits.70056 · Cited by 38 · see citing works
“Huang et al. (2020) found that gamification had a positive effect on student learning outcomes, especially when integrated with pedagogically meaningful activities.”
Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
Hew, K. F., & Huang, W. (2023) · Future in Educational Research · doi:10.1002/fer3.9 · Cited by 15 · see citing works
Would You Rather . . . a Simulation or a Client-Based Project? A Case Study of Experiential Learning Methods in Digital Marketing Analytics Courses
Zhang, S. K., & Scribner, L. L. (2024) · Journal of Marketing Education · doi:10.1177/02734753231223155 · Cited by 18 · see citing works
“Most importantly, simulations incorporate gamification design elements that can enhance students’ intrinsic learning motivations (De Fre-itas & Liarokapis, 2011; Huang et al., 2020; Kapp, 2012; Putz et al., 2020).”
Influential
Estado del arte de la educación en automática
de la Peña, D. M., Domínguez, M., Gómez-Estern, F., et al. (2022) · Revista Iberoamericana de Automática e Informática Industrial RIAI · doi:10.4995/riai.2022.16989 · Cited by 15 · see citing works
“…(2015)), evaluación automática, herramientas interactivas (Sánchez et al. (2005), aprendizaje colaborativo (Göl and Nafalski (2007)), gamificación (Huang et al. (2020)), docencia invertida (Akçayır and Akçayır (2018)), etc... La metodología de aprendizaje basado en problemas tiene una…”
Background
Overview and future trends of control education
de la Peña, D. M., Domínguez, M., Gómez-Estern, F., et al. (2022) · IFAC-PapersOnLine · doi:10.1016/j.ifacol.2022.09.228 · Cited by 14 · see citing works
A Murder Mystery Gamification Session to Consolidate Analytical Biochemical Techniques Learning
Hill, A. M., & Harmer, N. J. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00279 · Cited by 14 · see citing works
Histopoly: A serious game for teaching histology to 1st year veterinary students
Marcos, R., Gomes, A., Santos, M. S., et al. (2025) · Anatomical Sciences Education · doi:10.1002/ase.2545 · Cited by 14 · see citing works
“29 Future studies could explore knowledge gains using a pretest/post-test design.”
Influential
Sustainable mobility learning: Technological acceptance model for gamified experience with ClassCraft in primary school
Sipone, S., Abella, V., Rojo, M., & Moura, J. L. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11851-0 · Cited by 14 · see citing works
“It is considered effective in educational contexts (Buckley & Doyle, 2017; Huang et al., 2020), has positive cognitive, behavioural and motivational effects (Sailer & Homner, 2020).”
Background
The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds
Schiele, T., Edelsbrunner, P., Mues, A., Birtwistle, E., Wirth, A., & Niklas, F. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102579 · Cited by 17 · see citing works
Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis
Jurado‐Castro, J. M., Vargas-Molina, S., Gómez‐Urquiza, J. L., & Benítez‐Porres, J. (2023) · PeerJ Computer Science · doi:10.7717/peerj-cs.1310 · Cited by 20 · see citing works
The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis
Xu, W. M., Xu, G.-R., & Xing, Q.-W. (2024) · Studies in Higher Education · doi:10.1080/03075079.2024.2416498 · Cited by 16 · see citing works
“Existing reviews and meta-analyses on gami ﬁ ed learning have primarily focused on the e ﬀ ects of individual game elements (Huang et al. 2020; Zainuddin et al. 2020).”
Influential
CompARe: Design and Development of a Gamified Augmented Reality Learning Environment for Cultural Heritage Sites
Souropetsis, M., & Kyza, E. Α. (2024) · Journal on Computing and Cultural Heritage · doi:10.1145/3703917 · Cited by 13 · see citing works
Exploring the impact of gamified learning on positive psychology in CALL environments: A mixed-methods study with Thai university students
Waluyo, B., & Balazon, F. G. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104638 · Cited by 20 · see citing works
Interactive gamification-flip-book for developing students' outcomes
Widodo, J. P., Subandowo, M., Musyarofah, L., & Slamet, J. (2023) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2023.02.002 · Cited by 13 · see citing works
“It has been noted that gamification has been used frequently in the classroom to boost student engagement, desire, and accomplishment, with variable degrees of success (Hanus & Fox, 2015; Huang et al., 2020; Kapp, 2012).”
Background
A Meta-Analysis on the Impact of Gamification over Students’ Motivation
Mamekova, A., Toxanbayeva, N., Naubaeva, K., Ongarbayeva, S. S., & Akhmediyeva, K. N. (2021) · Journal of Intellectual Disability - Diagnosis and Treatment · doi:10.6000/2292-2598.2021.09.04.9 · Cited by 13 · see citing works
The Impact of Gamification on Doctoral Students’ Perceptions, Emotions, and Learning in an Online Environment
An, Y. (2023) · TechTrends · doi:10.1007/s11528-022-00833-7 · Cited by 14 · see citing works
“Another meta-analysis conducted by Huang et al. (2020) reported that gamification has a positive and significant effect on student learning outcomes in formal educational settings.”
Background
Effect of integrating gamified teaching activities on learning emotions of design students with different learning styles
Huang, Y.-T., & Wang, T.-H. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2024.2446538 · Cited by 18 · see citing works
“Jones et al. (2023) noted that the key to enhancing student participation lies not in the quantity of motivation but in the type of motivation: intrinsic and extrinsic motivations, which currently distinguishes two streams in gamification research (Huang et al., 2020).”
Gamificación en la enseñanza universitaria: retos didácticos y tecnológicos
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Martín, S. C., & González, M. C. (2025) · Edutec Revista Electrónica de Tecnología Educativa · doi:10.21556/edutec.2025.91.3695 · Cited by 12 · see citing works
Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness
Vanacore, K., Sales, A., Liu, A. S., & Ottmar, E. (2023) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3573051.3593395 · Cited by 13 · see citing works
“Gamified computer-assisted learning programs (CALPs) can increase students’ engagement and motivation as well as problem-solving abilities and learning outcomes [13, 19, 27, 52].”
Background
Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis
Ratinho, E., Figueiredo, M., Estêvão, D., Faísca, L., & Martins, C. (2026) · Educational Psychology Review · doi:10.1007/s10648-025-10108-1 · Cited by 11 · see citing works
“( Feroz et al., 2020; Stoyanova et al., 2018), reflecting trends in the wider gamification literature (Huang et al., 2020 ; Manzano-León et al., 2021).”
Enhancing ESG learning outcomes through gamification: An experimental study
Zhang, F. (2024) · PLoS ONE · doi:10.1371/journal.pone.0303259 · Cited by 19 · see citing works
Gamification in midwifery education: a systematic review
Najafi, T. F., Andaroon, N., Bolghanabadi, N., Sharifi, N., & Dashti, S. (2025) · BMC Medical Education · doi:10.1186/s12909-025-06880-x · Cited by 11 · see citing works
“Similarly, Kapp (2012) and McCall et al. (2016) stated that gamification-based education can improve clinical skills and the use of acquired knowledge in nursing students [7, 8].”
A Serious Game to learn English: The case of Bethe1Challenge
Aguilar-Cruz, P. J., & Guayara, H. A. Á. (2021) · International Journal of Serious Games · doi:10.17083/ijsg.v8i4.448 · Cited by 11 · see citing works
“With all this on mind it is important to acknowledge the benefits of collaboration in gamification, adding a team mode would be a way to achieve common learning goals, this in hand, could have a positive impact in the learning process [40] [42] as supported by a study [43] that claims that gamification design needs to…”
Background
The Moderating Role of Teamwork Engagement and Teambuilding on the Effect of Teamwork Competence as a Predictor of Innovation Behaviors among University Students
Martín, P., Gil‐Lacruz, M., Tesán-Tesán, A. C., Pérez-Nebra, A. R., Azkue-Beteta, J. L., & Estevan, M. L. R. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191912047 · Cited by 14 · see citing works
Gamification and open learner model: An experimental study on the effects on self-regulatory learning characteristics
da Rocha, F. D. F., Lemos, B., de Brito, P. H., Santos, R., Rodrigues, L., Isotani, S., & Dermeval, D. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11906-2 · Cited by 10 · see citing works
“We are aware that there is a broad body of research on the effects of gamiﬁcation applied to education (e.g., Sailer and Hom-ner (2020); Huang et al. (2020)) and that studies have investigated how OLM and self-regulation relate to learning outcomes (e.g., Zhang et al. (2019); Ferreira (2019)).”
Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications
Orsoni, M., Dubé, A. K., Prandi, C., Giovagnoli, S., Benassi, M., Mazzoni, E., & Benvenuti, M. (2023) · Perspectives on Psychological Science · doi:10.1177/17456916231202489 · Cited by 12 · see citing works
“A slightly different finding was found by Huang et al. (2020).”
Influential
The effect of game-based interventions on the nursing students' level of knowledge: A systematic review and meta-analysis of randomized controlled trials
Çelik, F., Turan, R., & Bektaş, H. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106746 · Cited by 12 · see citing works
The Impact of Mobile Learning on Undergraduate Students’ Cognitive Learning Outcomes: A Meta-Analytic Review
Bazhenova, E. D., Шужебаева, А. И., Kuntuganova, S., Bazhenova, M., & Murygina, S. (2022) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v12i5.32821 · Cited by 10 · see citing works
Gamification Effect: Enhancing Student Learning Outcomes in Higher Education: A Meta-Analysis and Policy Implications
Gyedu, F. O., Partey, P. A., Boafo, F. A., & Agbo, D. D. (2026) · SAGE Open · doi:10.1177/21582440261421375 · Cited by 29 · see citing works
“Findings on gamification’s impact on academic performance remain mixed and inconclusive (R. Huang et al., 2020; M. Li et al., 2023; Seaborn & Fels, 2015).”
Gamified metacognitive prompts in a higher education flipped classroom
Smith, A., Galeote, D. F., Legaki, N.-Z., & Hamari, J. (2023) · International Academic Mindtrek Conference (Mindtrek) · doi:10.1145/3616961.3616990 · Cited by 10 · see citing works

Authors: Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J.
Affiliations: University of Florida (US)
Corresponding author: Ritzhaupt, Albert D.
ORCID: Huang, Rui
Ritzhaupt, Albert D.
Sommer, Max
Zhu, Jiawen
Valle, Natercia
Hampton, John
Li, Jingwei
Venue: Educational Technology Research and Development
Publisher: Springer Science and Business Media LLC
Published: 2020-07-20
Volume: 68
Issue: 4
Pages: 1875-1901
ISSN: 1042-1629 (ISSN-L)
1556-6501
DOI: 10.1007/s11423-020-09807-z
OpenAlex: W3042860537
Semantic Scholar: d8b3b078faf3153b0130718a2dc0923633269276
Cited by: 340
References: 79
Citations by year: 2026: 62 · 2025: 79 · 2024: 66 · 2023: 61 · 2022: 45 · 2021: 24 · 2020: 3
FWCI: 7.78
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
www.springer.com/tdm (vor)
Locations: Educational Technology Research and Development (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Social Sciences › Sociology and Political Science › Digital Games and Media
Keywords: gamification, learning outcomes, badges, leaderboards, effect size, engineering education, mathematics education, undergraduate students, formal education

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