Gamification and Student Engagement: A Comparative Study Between Intrinsic and Extrinsic Motivation
Downloads
Background. Gamification has emerged as an innovative pedagogical approach to enhance student engagement by integrating game-based elements such as rewards, points, and challenges into learning environments. Existing studies predominantly emphasize its effectiveness in increasing participation; however, limited attention has been given to how gamification differentially influences intrinsic and extrinsic motivation as key drivers of engagement.
Purpose. This study aims to examine the comparative effects of gamification on intrinsic and extrinsic motivation and to analyze how these motivational dimensions subsequently impact student engagement in educational settings.
Method. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Survey data were collected to measure students’ intrinsic and extrinsic motivation levels before and after exposure to gamified learning environments. In addition, semi-structured interviews were conducted to capture in-depth student perspectives on their motivational experiences.
Results. The findings demonstrate that gamification significantly enhances both intrinsic and extrinsic motivation. Students exposed to gamified learning showed a 0.7-point increase in intrinsic motivation and a 0.5-point increase in extrinsic motivation compared to the control group. Qualitative insights further reveal that gamified elements not only increase enjoyment and interest in learning but also reinforce goal-oriented behaviors through structured rewards and feedback mechanisms.
Conclusion. Gamification serves as an effective strategy for fostering student engagement by simultaneously addressing intrinsic enjoyment and extrinsic incentives. The results highlight the importance of designing balanced gamified learning environments that accommodate diverse motivational factors. Educators are encouraged to strategically integrate gamification elements to optimize both participation and learning outcomes.
Agustini, K. (2023). Applying Gamification Technique and Virtual Reality for Prehistoric Learning toward the Metaverse. International Journal of Information and Education Technology, 13(2), 247–256. https://doi.org/10.18178/ijiet.2023.13.2.1802
Alt, D. (2023). Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation. Computers and Education, 200(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.compedu.2023.104806
Antonopoulou, H. (2022). Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education. International Journal of Learning, Teaching and Educational Research, 21(5), 367–400. https://doi.org/10.26803/ijlter.21.5.19
Arya, V. (2024). Brands are calling your AVATAR in Metaverse–A study to explore XR-based gamification marketing activities & consumer-based brand equity in virtual world. Journal of Consumer Behaviour, 23(2), 556–585. https://doi.org/10.1002/cb.2214
Bachiri, Y. A. (2023). Artificial Intelligence Empowers Gamification: Optimizing Student Engagement and Learning Outcomes in E-learning and MOOCs. International Journal of Engineering Pedagogy, 13(8), 4–19. https://doi.org/10.3991/IJEP.V13I8.40853
Behl, A. (2024). Can gamification help green supply chain management firms achieve sustainable results in servitized ecosystem? An empirical investigation. Technovation, 129(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.technovation.2023.102915
Bekk, M. (2022). All that glitters is not gold: An investigation into the undesired effects of gamification and how to mitigate them through gamification design. International Journal of Research in Marketing, 39(4), 1059–1081. https://doi.org/10.1016/j.ijresmar.2022.03.002
Bennani, S. (2022). Adaptive gamification in E-learning: A literature review and future challenges. Computer Applications in Engineering Education, 30(2), 628–642. https://doi.org/10.1002/cae.22477
Bräuer, P. (2022). “Alexa, can we design gamification without a screen?”—Implementing cooperative and competitive audio-gamification for intelligent virtual assistants. Computers in Human Behavior, 135(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.chb.2022.107362
Chang, C. H. S. (2022). Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Computers in Human Behavior, 128(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.chb.2021.107085
Chen, C. M. (2023). A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning. Computers and Education, 205(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.compedu.2023.104899
Cruz, K. M. L.-D. L. (2022). Application of Gamification in Higher Education in the Teaching of English as a Foreign Language. Smart Innovation, Systems and Technologies, 256(Query date: 2025-02-03 23:40:55), 323–341. https://doi.org/10.1007/978-981-16-5063-5_27
Gamarra, M. (2022). A gamification strategy in engineering education—A case study on motivation and engagement. Computer Applications in Engineering Education, 30(2), 472–482. https://doi.org/10.1002/cae.22466
Giráldez, V. A. (2022). Can Gamification Influence the Academic Performance of Students? Sustainability (Switzerland), 14(9). https://doi.org/10.3390/su14095115
Hong, Y. (2024). Approaches and game elements used to tailor digital gamification for learning: A systematic literature review. Computers and Education, 212(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.compedu.2024.105000
Hsu, C. L. (2022). Applying cognitive evaluation theory to analyze the impact of gamification mechanics on user engagement in resource recycling. Information and Management, 59(2). https://doi.org/10.1016/j.im.2022.103602
Keepers, M. (2022). Current state of research & outlook of gamification for manufacturing. Journal of Manufacturing Systems, 64(Query date: 2025-02-03 23:40:55), 303–315. https://doi.org/10.1016/j.jmsy.2022.07.001
Khaleghi, A. (2022). Developing two game-based interventions for dyslexia therapeutic interventions using gamification and serious games approaches entertainment computing journal. Entertainment Computing, 42(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.entcom.2022.100482
Kotsopoulos, K. I. (2024). An authoring platform for developing smart apps which elevate cultural heritage experiences: A system dynamics approach in gamification. Journal of Ambient Intelligence and Humanized Computing, 15(2), 1679–1695. https://doi.org/10.1007/s12652-019-01505-w
Krishnamurthy, K. (2022). Benefits of gamification in medical education. Clinical Anatomy, 35(6), 795–807. https://doi.org/10.1002/ca.23916
Lampropoulos, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences (Switzerland), 12(13). https://doi.org/10.3390/app12136809
Leung, A. C. M. (2023). Could Gamification Designs Enhance Online Learning Through Personalization? Lessons from a Field Experiment. Information Systems Research, 34(1), 27–49. https://doi.org/10.1287/isre.2022.1123
Luo, Z. (2023). Determinants of the perceived usefulness (PU) in the context of using gamification for classroom-based ESL teaching: A scale development study. Education and Information Technologies, 28(4), 4741–4768. https://doi.org/10.1007/s10639-022-11409-6
Marley, W. D. (2022). A multicenter randomized controlled trial comparing gamification with remote monitoring against standard rehabilitation for patients after arthroscopic shoulder surgery. Journal of Shoulder and Elbow Surgery, 31(1), 8–16. https://doi.org/10.1016/j.jse.2021.08.019
Marques, C. G. (2023). A Systematic Literature Review of Gamification in/for Cultural Heritage: Leveling up, Going Beyond. Heritage, 6(8), 5935–5951. https://doi.org/10.3390/heritage6080312
Papadakis, S. (2023). Analyzing the Impact of a Gamification Approach on Primary Students’ Motivation and Learning in Science Education. Lecture Notes in Networks and Systems, 633(Query date: 2025-02-03 23:40:55), 701–711. https://doi.org/10.1007/978-3-031-26876-2_66
Pozo-Sánchez, S. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307–322. https://doi.org/10.7821/naer.2022.7.1025
Rodrigues, L. (2022). Automating Gamification Personalization to the User and Beyond. IEEE Transactions on Learning Technologies, 15(2), 199–212. https://doi.org/10.1109/TLT.2022.3162409
Sezgin, S. (2022). Analysing adaptive gamification design principles for online courses. Behaviour and Information Technology, 41(3), 485–501. https://doi.org/10.1080/0144929X.2020.1817559
Sotos-Martínez, V. J. (2023). Boosting Student’s Motivation through Gamification in Physical Education. Behavioral Sciences, 13(2). https://doi.org/10.3390/bs13020165
Tanouri, A. (2022). A conceptual framework for transformative gamification services. Journal of Services Marketing, 36(2), 185–200. https://doi.org/10.1108/JSM-12-2020-0527
Thomas, N. J. (2023). A framework for gamification in the metaverse era: How designers envision gameful experience. Technological Forecasting and Social Change, 193(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.techfore.2023.122544
Wanick, V. (2023). Brand Storytelling, Gamification and Social Media Marketing in the “Metaverse”: A Case Study of The Ralph Lauren Winter Escape. Palgrave Studies in Practice: Global Fashion Brand Management, (Query date: 2025-02-03 23:40:55), 35–54. https://doi.org/10.1007/978-3-031-11185-3_3
Wei, Z. (2023). Can gamification improve the virtual reality tourism experience? Analyzing the mediating role of tourism fatigue. Tourism Management, 96(Query date: 2025-02-03 23:40:55). https://doi.org/10.1016/j.tourman.2022.104715
Zhao, D. (2022). An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience. IEEE Access, 10(Query date: 2025-02-03 23:40:55), 3879–3889. https://doi.org/10.1109/ACCESS.2021.3139729
Zourmpakis, A. I. (2023). Adaptive Gamification in Science Education: An Analysis of the Impact of implementation and Adapted game Elements on Students’ Motivation. Computers, 12(7). https://doi.org/10.3390/computers12070143
Copyright (c) 2026 Rinovian Rais, Moussa Traoré , Aissatou Diallo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
