Gamification of Education: Exploration of Student Attitudes

A 2018 study by Skok and Harasimczuk, conducted with university students in Białystok, Poland, examines how learners perceive gamification in higher education. Its central aim is to measure both the cognitive dimension (perceived motivational effect) and the emotional dimension (liking) of common gamification elements, including points, badges, leaderboards, challenges, progress bars, levels, group competition, cooperation, and virtual goods. The research is situated within an ongoing debate that weighs gamification's potential benefits against critiques such as the overjustification effect and the risks of prioritizing extrinsic motivation over intrinsic engagement.

The survey of 127 students, predominantly female and aged 19 to 29, found that most tested elements were perceived as significantly more motivating than not. Points, levels, progress bars, and cooperation were rated especially favorably, while rankings, individual competition, and small monetary rewards were consistently rated least motivating. Leaderboards stood out as the only element more often described as demotivating. Badges and rankings were slightly more appealing than their motivational effect, and correlations with other student characteristics were generally weak or nonsignificant.

The authors interpret these preferences largely through students' instrumental orientation toward study and their concern about lower grades. Mechanisms that could threaten self-esteem or introduce public comparison were viewed less favorably, while elements that organize learning and connect to grade improvement were embraced. From this, the researchers conclude that gamification in higher education is best deployed as a low-anxiety learning tool that supports progress tracking and grade-related incentives.

The study's scope is limited to students at universities in Białystok, a single regional sample with a notable gender imbalance, and its authors acknowledge that broader generalization would require further research across other institutions, regions, and cultural contexts.