Gamification and Mobile Learning: A Comparative Impact Study

Abstract

The development of mobile learning (m-learning) is an educational technique that has undergone a paradigm shift to motivate learners, engage them, and improve their level of performance through the introduction of gamification in the learning process. This research paper, which is the Gamification and Mobile Learning: A Comparative Impact Study, explores the comparative impact of gamified and non-gamified mobile learning systems on the cognitive, behavioral and emotional performance of students. Based on the self-determination theory and constructivist learning concepts, the paper will discuss the use of gamification elements (points, badges, leaderboard, and progress) in influencing learner engagement and knowledge acquisition. It was a quasi-experimental study, involving two groups of undergraduate students: those who used a gamified mobile learning platform and the other group using a standard mobile application without games. The data was gathered in quantitative form (pre- and post-tests) to assess academic performance, whereas the qualitative data have been gathered as the result of the structured interviews to determine the learner motivation and satisfaction.

The findings suggest that the level of engagement of the students was significantly higher in the gamified mobile learning group, the retention rate was also higher, and the attitude towards the learning process was more positive in the gamified mobile learning group than in the control one. Moreover, gamification has been discovered to contribute to intrinsic motivation through immediate feedback, challenges to be reached and the feeling of achievement. Nevertheless, the paper also mentions the possibility of excessive dependence on extrinsic rewards that can negatively affect long-term motivation unless they are accompanied by significant learning outcomes.

Altogether, the study can be seen as an addition to the current bibliography on the importance of gamified mobile learning settings in teaching. It indicates the necessity to be smart in designing, and the mechanics of the game gets created in the purpose, to promote the outcomes of increasing learning and not to merely entertain. There are certain practical implications of the research to the teachers, instructional designers, and those policy makers that aim at maximising experiences of mobile learning in formal and informal education.