Enhancing the Student Experience and Academic Achievement via the use of Gamification-Based Technologies

Description

The overarching aim of this research is to evaluate the long-term educational impacts of course-wide gamification strategies in higher education, with a particular emphasis on student satisfaction, motivation, engagement, attendance, and academic achievement. This is pursued through the design, deployment, and assessment of a gamified mobile application integrated across an undergraduate computing course. The mobile application, designed using the Mechanics-Dynamics-Aesthetics (MDA) framework, incorporates game elements such as points, badges, leaderboards, and progress dashboards, all of which are tied directly to module learning outcomes and assessment milestones.

This research is grounded in a multidisciplinary framework encompassing game design, behavioural psychology, human-computer interaction, educational design, and cognitive science. It builds on the understanding that meaningful learning experiences are increasingly shaped by students’ expectations for digital interactivity, autonomy, and ongoing feedback. The application seeks to foster intrinsic motivation while harnessing extrinsic incentives to initiate and sustain engagement.

The original objectives have evolved to include a stronger focus on scalability, ethical design, and the sustained use of gamification technologies over an entire academic course. While initial efforts centred primarily on evaluating engagement and satisfaction, refinements to the objectives now account for broader dimensions of student wellbeing, including mental health, equity of access, and consistent academic support. Furthermore, longitudinal data collection is being used to explore the relationship between gamified interaction and sustained improvements in academic performance, attendance, and course progression.

Additionally, the project aims to identify specific game elements and design practices that support sustainable motivation and equitable access for diverse student cohorts. This includes examining how design choices impact students with varying levels of digital literacy, social anxiety, and differing motivational orientations. The anticipated outcome is a set of actionable guidelines for higher education institutions seeking to implement ethical and effective course-wide gamification strategies that go beyond novelty and align meaningfully with long-term educational objectives.

Period	20 Jun 2025
Examinee	Christian Rafferty
Examination held at	University of Northampton
Degree of Recognition	Local