Gamification has minimal impact on students' perceived competence¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Twelve studies showed a marginally significant, minimal effect of gamification on perceived competence (Hedges' g = 0.277, CI lower bound 0.001). → Liuyufeng Li 2024

Evidence¶

Liuyufeng Li 2024¶

Liuyufeng Li, Khe Foon Hew, Jiahui Du. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10337-7

q3 · i1 · quant-synthesis · r?

Random-effects meta-analysis of the 12 independent studies reporting competence data. The article concludes "these gamification interventions yielded minimal effect in enhancing students' perceived competence," with a confidence interval barely above zero.

"These data showed that the effect size of the influence of gamification on perceived competence was marginally significant (Hedges' g = 0.277, 95% CI [0.001, 0.553], p = 0.049)"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Gamification positively and significantly affects students' perceptions of autonomy — related
• Gamification significantly facilitates students' perceptions of relatedness, based on few interventions — related
• Two major challenges undermine gamification's effect on intrinsic motivation: students' lack of perceived competence and lack of perceived autonomy — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related