GBL and gamified approaches show comparable rates of quantifiable learning gains and affective outcomes in robotics education¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Quantifiable learning gains were comparable between GBL (29.41%) and gamified (31.15%) approaches, with no significant difference. → Syed Tanzim Mubarrat 2026 q3 i? Affective outcomes did not differ significantly by approach (GBL: 52.94%; gamified: 57.38%). → Syed Tanzim Mubarrat 2026 (2)

Evidence¶

Syed Tanzim Mubarrat 2026¶

Syed Tanzim Mubarrat, Byung-Cheol Min, Tianyu Shao, E. Cho Smith, Bedrich Benes, Alejandra J. Magana, Christos Mousas, and Dominic Kao. (2026). Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems (CHI '26). https://doi.org/10.1145/3772318.3791338

q3 · i? · quant-synthesis · r2

2×2 comparison of quantifiable learning gains (Yes/No) by approach across the 95 studies, reported in Results §4.2.1 with "𝜒 2(1)= 0.03, 𝑝=. 860".

"quantifiable learning gains were comparable between GBL and gamified approaches (GBL: 29.41%, 95% CI [18.62%, 48.05%]; gamified: 31.15%, 95% CI [20.97%, 43.61%]; 𝜒 2(1)= 0.03, 𝑝=. 860, Cramér’s 𝑉≈ 0.00, OR = 0.92 (95% CI [0.37, 2.30])"

Syed Tanzim Mubarrat 2026 (2)¶

Syed Tanzim Mubarrat, Byung-Cheol Min, Tianyu Shao, E. Cho Smith, Bedrich Benes, Alejandra J. Magana, Christos Mousas, and Dominic Kao. (2026). Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems (CHI '26). https://doi.org/10.1145/3772318.3791338

q3 · i? · quant-synthesis · r2

2×2 comparison of affective outcomes (Yes/No) by approach, reported in Results §4.2.1 with "𝜒 2(1)= 0.17, 𝑝=. 676" and Cramér's V ≈ 0.00.

"affective outcomes did not differ significantly by approach (GBL: 52.94%, 95% CI [38.21%, 69.55%]; gamified: 57.38%, 95% CI [44.93%, 69.04%]; 𝜒 2(1)= 0.17, 𝑝=. 676"

Discussion¶

Related Claims¶

• Gamified robotics studies skew toward higher programming/software development skill tiers than GBL studies — related
• Robotics systems skill levels do not differ between GBL and gamified studies — related
• GBL approaches are more prevalent in informal settings while gamification dominates formal classrooms in robotics education — related
• Gamified robotics studies favor project-based learning while GBL studies favor constructivist pedagogy — related
• Immersive technologies are rarely adopted in robotics GBL/gamification but studies using them report heightened engagement, improved spatial reasoning, and enhanced perceived realism — related
• Formal learning context is a significant positive predictor of whether a robotics study reports quantifiable learning gains — related
• Motivational outcomes are the most consistently positive dimension across AI-GBL studies — related
• Proportions of significant CT gains vary by instructional approach, but approach alone does not determine effectiveness — related