Reward techniques show positive meta-analytic effects for gamification and personalization, but perceptual fluency did not directly affect learning outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2 · i0 negligible
Currency · newest study 2025 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Meta-analyses revealed positive effects of gamified learning on motivation and learning outcomes. → Eitel 2025 q2 i0 Making instruction perceptually more fluent did not directly affect learning outcomes, though it increased success expectancy. → Eitel 2025 (2)

Evidence¶

Eitel 2025¶

Eitel, A., Krebs, M.-C., Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10045-z

q2 · i? · theoretical · r3

The review's synthesis of reward techniques reports that "meta-analyses revealed positive effects of gamified learning on motivation and learning outcomes," citing two meta-analyses. Gamification raises intrinsic value by integrating game elements such as badges and leaderboards.

"Accordingly, meta-analyses revealed positive effects of gamified learning on motivation and learning outcomes (Sailer & Homner, 2020; Yu et al., 2024)."

Eitel 2025 (2)¶

Eitel, A., Krebs, M.-C., Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10045-z

q2 · i0 · negligible effect (−0.01 recall, 0.03 transfer) · theoretical · r3

Perceptual fluency is one of the reward-related techniques the review places under its reward factor; it reports meta-analytic evidence that making instruction more fluent "did not directly affect learning outcomes" while increasing success expectancy, citing Xie et al. (2018). The review's table of meta-analytic effect sizes gives fluency −0.01 for recall (k = 39) and 0.03 for transfer (k = 8), neither marked significant. Equivalence was not tested.

"Nonetheless, meta-analytic evidence suggests that making an instruction (perceptually) more fluent did not directly affect learning outcomes, but it did increase success expectancy (Xie et al., 2018)."

Discussion¶

Related Claims¶

• Meta-analytic effect sizes for cognitive-motivational techniques are substantial: multimedia d = 1.01 overall, elaborative feedback d = 0.71 recall, intrinsic integration d = 0.62 — related
• Cognitive-motivational techniques that increase both focus support and reward are hypothesized to be most effective for learning — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — possibly the same claim (merge candidate)
• Quizizz-based gamification improved word memorization over traditional methods for intermediate learners — related
• In one mixed-methods study of university students, reported in a review, gamified vocabulary learning gave better test results, motivation and satisfaction than traditional instruction — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related