Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science

The study examines "Answers," a gamified question-and-answer platform developed for computer science students at TU Delft, built on the open-source Qpixel system and grounded in Wenger's value creation framework. Its central aim is to determine whether gamification, which prior research has linked to engagement in computer science education, can also foster the deeper motivation and value creation that earlier work has largely overlooked. The investigation uses a mixed-methods evaluation involving 372 participants and focuses on learner perceptions alongside the platform's measurable effects.

The findings point to clear strengths in practice and motivation. Survey responses showed strong perceived applied value, with 53 of 60 respondents reporting positive effects and a mean rating of 4.51, while intrinsic interest and enjoyment scored a mean of 2.64 on the Intrinsic Motivation Inventory. Platform analytics recorded an average of 347 weekly visits and 428 badges earned, with activity peaking during exam weeks, which suggests that the platform aligns closely with assessment-driven study cycles. Immediate and potential value were less consistently reported, indicating that benefits were more concrete in the short term than in longer-term development.

The study's most notable limitation concerns social connectedness. Relatedness scores averaged -0.30, and only 9 of 60 respondents described positive social effects, indicating that the platform did little to build community among participants. The authors conclude that the platform improves learning practices and engagement while its influence on social connection and broader perspectives remains modest.

The research therefore carries implications for the design of gamified learning environments in higher education. Future efforts, according to the authors, should prioritize increasing active participation, cultivating a sense of community among learners, and maintaining content that remains both relevant and sufficiently challenging. The evidence supports gamified networked learning as a practical tool for reinforcing applied skills, while signaling that community-building requires deliberate design beyond gamification mechanics alone.