Effectiveness of Gamification Elements in Blended Learning Environments
Open accessAbstract
The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.
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The ARCS Model aligns with gamification: attention via challenges or visual rewards, relevance via real-world goals, confidence via scaffolded levels, and satisfaction via immediate feedback or badges.
“The ARCS Model (i.e., Attention, Relevance, Confidence, and Satisfaction; Keller, 1987) also aligns with gamification.Attention can be captured through challenges or visual rewards; relevance by linking tasks to real-world goals; confidence by scaffolded levels; and satisfaction by immediate feedback or badges (Mese & Dursun, 2019;Özhan & Kocadere, 2020).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Mese & Dursun, 2019
The Discussion and Conclusion (page unavailable) links rewards and advancing through levels to the satisfaction dimension of the ARCS-V model. The Application and Progress Bar Leaderboard sections (pages unavailable) describe instant feedback, badges, and level-based activities. The paper does not make the claimed mappings from challenges or visual rewards to attention, real-world goals to relevance, or scaffolded levels to confidence. (LLM, conf=0.86)
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References 86 · Cited by 83
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- Authors
- MESE, C., & DURSUN, O. O.
- Venue
- Turkish Online Journal of Distance Education
- Published
- 2019-07-01
- Volume
- 20
- Issue
- 3
- Pages
- 119-142
- ISSN
- 1302-6488 (ISSN-L)
- OpenAlex
- W2964978053
- Cited by
- 83
- References
- 86
- Citations by year
- 2026: 6 · 2025: 11 · 2024: 18 · 2023: 18 · 2022: 13 · 2021: 12 · 2020: 5
- FWCI
- 13.63
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Turkish Online Journal of Distance Education (publishedVersion)
- DergiPark (Istanbul University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Anadolu Üniversitesi
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- gamification, blended learning, community of inquiry, academic performance, student motivation, latent learning, teaching materials
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