The impact of gamification on students learning engagement
Open accessAbstract
Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group.
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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 Khaleel et al., 2020
Section 4.2 uses continued work after earning 300 points and students’ acceptance of game elements to evaluate engagement; Table 7 includes points and leaderboards. The paper does not say these indicators are often used across studies, are non-standardized, or fail to capture engagement’s full complexity. (LLM, conf=0.83)
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- Authors
- Khaleel, F. L., Ashaari, N. S., & Tengku Wook, T. S. M.
- Affiliations
- University of Tikrit (IQ)
- National University of Malaysia (MY)
- Venue
- International Journal of Electrical and Computer Engineering (IJECE)
- Published
- 2020-10-01
- Volume
- 10
- Issue
- 5
- Pages
- 4965
- ISSN
- 2722-256X (ISSN-L)
- 2722-2578
- 2088-8708
- OpenAlex
- W3017115073
- Cited by
- 64
- References
- 24
- Citations by year
- 2026: 9 · 2025: 16 · 2024: 13 · 2023: 13 · 2022: 8 · 2021: 5
- FWCI
- 9.82
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of Power Electronics and Drive Systems/International Journal of Electrical and Computer Engineering (publishedVersion, cc-by-sa)
- Zenodo (CERN European Organization for Nuclear Research) (submittedVersion, cc-by)
- Funders
- Universiti Kebangsaan Malaysia
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamification, student engagement, game elements, programming education, school dropout, student motivation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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