NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1456074
Record Type: Journal
Publication Date: 2025
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2196-7822
How Gamification Boosts Learning in STEM Higher Education: A Mixed Methods Study
Margarita Ortiz-Rojas; Katherine Chiluiza; Martin Valcke; Cindy Bolanos-Mendoza
International Journal of STEM Education, v12 Article 1 2025
Background: The demand for professionals with expertise in Science, Technology, Engineering, and Mathematics (STEM) continues to grow. To meet this demand, universities are actively seeking strategies to engage more students in STEM disciplines and improve their learning outcomes. One promising approach is gamification, specifically using leaderboards. This study investigates the impact of leaderboard-based gamification on the learning performance of 175 students in a calculus course, with a focus on the mediating roles of autonomous motivation and self-efficacy, as well as potential moderating factors such as gender and gaming experience. A mixed-method research approach was employed, combining a pretest--posttest quasi-experimental design with nine qualitative interviews. Results: A significant improvement in learning performance for students in the gamified condition was observed. However, no significant effects were found related to the mediating variables. Qualitative analysis supported these findings, revealing that students did not perceive an increase in autonomy within the gamified condition, and instead, themes of controlled motivation were prevalent. While the leaderboard provided a sense of achievement for most participants, the quantitative analysis did not show a strong correlation between self-efficacy and learning performance. Conclusions: This study suggests that leaderboard-based gamification can enhance learning performance in calculus courses at the university level. However, the findings highlight the importance of careful gamification design, particularly in how different game elements influence students' motivational aspects.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A