Cited by 994Educational Games and GamificationDigital Games and MediaOnline Learning and Analytics

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Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

Bai, Shurui, Hew, Khe Foon, Huang, Biyun·2020·Educational Research Review

DOI 10.1016/j.edurev.2020.100322

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Abstract

Despite the buzz around gamification as an exciting new method to engage students, evidence of its ability to enhance learning is mixed. In fact, gamification has attracted considerable controversy (“gamification is bullshit”) and some derogatory labels such as “exploitationware.” Therefore, in order to make the case for or against gamification in education, it is important to examine the effects (if any) of gamification on student learning achievements. This study is a meta-analysis of 30 independent interventions (3,202 participants) drawn from 24 quantitative studies that have examined the effects of gamification on student academic performance in various educational settings. The results show an overall significant medium effect size in favor of gamification over learning without gamification (Hedges' g = 0.504, 95% CI [0.284–0.723], p

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“Gamification is an umbrella term which has taken multiple forms in the literature, such as points, badges, levels, and leaderboards (Bai et al., 2020; Çakıroğlu et al., 2017; Koivisto & Hamari, 2019; Legaki et al., 2021; Nah et al., 2014; Y.-F. Wang et al., 2022).”
Gamification and Novelty Effect in Distance Learning During the Covid-19 Pandemic
Kratochvíl, T., Vaculík, M., & Macák, M. (2022) · Frontiers in Education · doi:10.3389/feduc.2023.1051227 · Cited by 11
“This is also in line with the recent meta-analysis which found a medium positive effect of gamification in terms of performance feedback and enjoyment (Bai et al., 2020).”
Result
Gamifying Physics Laboratory Work Increases Motivation and Enhances Acquisition of the Skills Required for Application of the Scientific Method
Okariz, A., Huebra, M. M., Sarasola, A., Ibarretxe, J., Bidegain, G., & Zubimendi, J. L. (2023) · Education Sciences · doi:10.3390/educsci13030302 · Cited by 16
An Early Case Study Analyzing Teachers' Acceptance Towards of the Use of Gameful Approaches in Education in Brazil
Farias, R., Oliveira, W., & Hamari, J. (2023) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt58122.2023.00095 · Cited by 5
“Especially, gamification has been widely used in education (becoming the area with the highest number of studies on gamification) [7], generating great interest from the educational technology community.”
Background
Exploring Augmented Reality in Multiplayer Game Design to Promote Empathy and Prosocial Behavior
López-Faican, L., Javier, J., & Montaner-Marco, J. (2023) · International Conference on Human Computer Interaction (Interacción) · doi:10.1145/3612783.3612794 · Cited by 6
“For this operationalization, we propose a gamified system [19], [20] based on a model of tasks and steps that must be carried out cooperatively by several users.”
Method
Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance
Siphukhanyo, L., & Olawale, B. E. (2024) · Journal of Culture and Values in Education · doi:10.46303/jcve.2024.2 · Cited by 7
“Because the qualitative research approach focused on obtaining as much information as possible from a limited sample size, it was determined to be appropriate for this study (Bai et al., 2020).”
Method
Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding
Kuo, C.-C., & Hou, H. (2024) · Universal Access in the Information Society · doi:10.1007/s10209-024-01103-4 · Cited by 6
“Conversely, simply applying games without cognitive design may have negative consequences like high learning anxiety [9].”
Diabe-teach: a randomized controlled trial of a gamified approach to enhance medical undergraduates’ knowledge and comprehension of diabetes mellitus
Shadan, M., Ismail, H., & Naushad, F. H. M. (2025) · BMC Medical Education · doi:10.1186/s12909-024-06602-9 · Cited by 5
Using Flipped Classroom to Improve the Learning Effectiveness of Digital Logic Courses
Han, T., Chen, H.-R., & Lin, H.-C. K. (2021) · Electronics · doi:10.3390/electronics10131602 · Cited by 7
Should I Play or Should I Go?
Cermak-Sassenrath, D. (2022) · Advances in business strategy and competitive advantage book series · doi:10.4018/978-1-7998-9223-6.ch002 · Cited by 5
Improving learning by playing with an app: The FantaTraining® experience with anesthesia trainees.
Gibiino, G., Capogna, E., Velardo, M., et al. (2022) · MedEdPublish · doi:10.12688/mep.19148.1 · Cited by 5
Use of gamification to increasing motivation in learning
Zafar, A., Patah, B. M., & Fatya, S. N. (2022) · Curricula Journal of Curriculum Development · doi:10.17509/curricula.v1i1.47860 · Cited by 5
Uncovering associations between users' behaviour and their flow experience
Oliveira, W., Hamari, J., Ferreira, W. D., Pastushenko, O., Toda, A. M., Palomino, P. T., & Isotani, S. (2023) · Behaviour and Information Technology · doi:10.1080/0144929x.2023.2276822 · Cited by 6
“…ﬁ ts as found in games ’ Hamari 2019; Koivisto and Hamari 2019)), which provides the most popular game design elements (i.e. points, badges, leader boards, and progress bars) de ﬁ ned according to recent secondary studies (Bai, Hew, and Huang 2020; Dicheva et al. 2015; Koivisto and Hamari 2019).”
Virtual reality reduces COVID-19 vaccine hesitancy in the wildPreprint
Vandeweerdt, C., Luong, T., Atchapero, M., Mottelson, A., Holz, C., Makransky, G., & BOHM, R. M. (2021) · doi:10.31234/osf.io/sq9yc · Cited by 5
Understanding the postadoption use of gamified learning systems against the conflicting role of the game layer
Li, H., Luo, X. R., Lowry, P. B., & Zhang, J. (2025) · Information & Management · doi:10.1016/j.im.2025.104133 · Cited by 7
When logistics is fun! An investigation into the impacts of gamification on consumer participation in green last-mile logistics
Liu, X., Zhou, Z., Yuen, K. F., & Wang, X. (2025) · The International Journal of Logistics Management · doi:10.1108/ijlm-05-2024-0271 · Cited by 5
Accessible American Sign Language Learning in Virtual Reality via Inverse Kinematics
Immanuel, J., & Berrezueta-Guzmán, J. (2025) · Virtual Worlds · doi:10.3390/virtualworlds4040057 · Cited by 6
“Through game mechanics, learners receive immediate feedback and several small goals that provide a sense of accomplishment upon completion, which significantly increases engagement and enthusiasm [36,37].”
Effects of reward strategies in gamified learning on academic performance: A systematic review
Bai, S., Liu, Y., Hew, K. F., Sailer, M., & Xiao, Y. (2026) · Educational Research Review · doi:10.1016/j.edurev.2026.100766 · Cited by 4
Self-citation
The development of an augmented reality application for exercise prescription within paediatric oncology: App design and protocol of a pilot study
Straun, K., Marriott, H., Solera-Sanchez, A., Windsor, S., Neu, M. A., Dreismickenbecker, E., Faber, J., & Wright, P. R. (2024) · Health Informatics Journal · doi:10.1177/14604582241288784 · Cited by 3
Gamification on digital platform: A meta-analysis of affordance on behavior from value perspective
Jia, F., Bao, X., & Yu, J. (2024) · Electronic Commerce Research and Applications · doi:10.1016/j.elerap.2024.101465 · Cited by 4
Impact of self-directed learning strategy, an innovative method in nursing undergraduates: Study protocol for a randomized controlled trial
Chaudhary, S., & Singh, A. (2025) · PLoS ONE · doi:10.1371/journal.pone.0325300 · Cited by 9
“Assuming a significance level of 0.05 and effect size of 0.5 based on meta-analysis study by Bai, S., Hew, K.F., & Huang, B. (2020) [22], which estimated a medium effect size in favor of game-based learning over learning without gamification, 64 participants per arm is required for a statistical…”
Influential
Leveling up learning effectiveness in STEM education through gamification: an empirical study on behavioral intention and digital literacy among undergraduate students in Kuwait
Aljamaan, A., Alsaber, A., Coffie, E., & Alkandari, A. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1586466 · Cited by 8
It’s a Winning Condition! Examining the Impact of Meaningful Gamification with Preservice Teachers
Kingsley, T. L., & Grabner-Hagen, M. M. (2021) · College Teaching · doi:10.1080/87567555.2021.2019665 · Cited by 8
“Our high levels of motivation in this short-term unit align with Bai, Hew, and Huang (2020) who found a greater effect size for student motivation in shorter gamified interventions.”
Background
A Game for Learning How to Model in Graph Theory
Cordero, A., Jordán, C., Murillo‐Arcila, M., et al. (2022) · Mathematics · doi:10.3390/math10121969 · Cited by 4
I Would Rather Be Playing
Yılmaz, Y., Monteiro, S., Chan, T. M., Chandross, D., Lal, S., & Munford, V. (2023) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-6339-0.ch009 · Cited by 4
The Effect of Gamification Mechanics on User Experiences of AdventureLEARN: A Self-Driven Learning Platform
Tan, C. T., Devilly, O. Z., Lim, S. M., Divo, B., Kok, X. K., Jasin, J., Seaw, K. B., & Htein, L. A. (2023) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3611062 · Cited by 6
“Another limitation was the study’s duration as highlighted by prior work as well [4, 24].”
BackgroundInfluential
Transforming teachers’ self-narratives about game-based learning
Kim, B., Bastani, R., & Gupta, D. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10319-9 · Cited by 4
“It points to the activities that focus on motivating learner activity, social interaction, and the quality and productivity of actions (Bai et al., 2020).”
Science Chaser app: A gamified learning journey into STEM activities
Chatzidaki, E., Papavlasopoulou, S., Gijlers, H., Eysink, T. H. S., & Giannakos, M. N. (2024) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3628516.3661159 · Cited by 4
“The concept of gamification involves integrating digital game elements into non-gaming contexts to motivate user behaviour [13, 15].”
Background
Sensation in Gamification: A Qualitative Investigation of Background Music in Gamified Learning
de Freitas, J. A., Oliveira, M. K., Martinelli, C., Amorim, F., Toda, A. M., Palomino, P. T., Klock, A. C. T., Guerino, G. C., Avila-Santos, A. P., & Rodrigues, L. (2024) · Journal on Interactive Systems · doi:10.5753/jis.2024.4501 · Cited by 5
“These negative results often happen due to the excessive or inappropriate use/selection of game elements, which can lead to unwanted outcomes, such as loss of attention from learning, and leading to a decrease in the interest of some students over time [Bai et al ., 2020].”
Background
Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning
Lee, J., & Kim, D. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13564 · Cited by 8
Arabic translation and validation of the gameful experience scale among Saudi Arabian nursing students: Psychometric properties and measurement invariance across gender
Elzeky, M. E. H., Abdelgawad, M. E., Shaban, M., et al. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104492 · Cited by 4
Extrinsically Integrated Instructional Quizzes in Learning Games: An Educational Disaster or Not?
Jičínská, L., Sedláčková, P., Kolek, L., Tetourová, T., Volná, K., Lukavský, J., & Brom, C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.678380 · Cited by 7
Hands-on activity vs. high-tech tools in the higher education classroom to improve student satisfaction and loyalty in professional programs
Kim, M., Knotts, T. L., & Albers‐Miller, N. D. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11124-2 · Cited by 3
“For example, in the context of class, instructors not only set particular “missions” for students; they also encourage students to get rewards and win learning-focused competitions, making them feel like they are playing games with other classmates during class (Bai et al., 2020).”
BackgroundInfluential
Comparison of the Level of Collaborative Learning in a Distance Course
Reyes, W. (2022) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.23677 · Cited by 4
Using Gamification to Develop Vocabulary and Grammar Among A1 Level of English Students: A Quasi-Experimental Design
Tamayo, M. R., Cajas, D., & Sotomayor, D. D. (2023) · Communications in computer and information science · doi:10.1007/978-3-031-24978-5_16 · Cited by 6
Gamification Supporting Small Business Owners’ Work-Based Learning
Zhao, F., & Fang, X. (2023) · Journal of Information Technology Education Research · doi:10.28945/5095 · Cited by 4
“Thus, with the integration of game - like components into the classroom, students will engage by unlocking the next level of their assignment or challenging other students (Bai et al., 2020).”
Background

Authors: Bai, S., Hew, K. F., & Huang, B.
Affiliations: University of Hong Kong (HK)
Corresponding author: Hew, Khe Foon
ORCID: Bai, Shurui
Hew, Khe Foon
Huang, Biyun
Venue: Educational Research Review
Publisher: Elsevier BV
Published: 2020-06
Volume: 30
Pages: 100322
ISSN: 1747-938X (ISSN-L)
DOI: 10.1016/j.edurev.2020.100322
OpenAlex: W3010425548
Cited by: 994
References: 190
Citations by year: 2026: 270 · 2025: 203 · 2024: 181 · 2023: 160 · 2022: 94 · 2021: 65 · 2020: 20
FWCI: 14.94
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Educational Research Review (publishedVersion)
Funders: National Institute of General Medical Sciences (R25GM129219)
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, learning outcomes, academic performance, student engagement, joyful learning, performance feedback, recognition, goal setting, student anxiety, jealousy, educational technology

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Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

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