Gamification and Learning Efficacy: A Meta Analysis

Abstract

Gamification is becoming increasingly popular in field of education. However, literature indicates an inconsistent pattern of their impact on learning contexts. This meta-analysis synthesizes evidence of gamification on learning efficacy. Moderating variables included conceptual approaches, contextual and situational factors, intervention duration, and methodological rigor. Sample of study included 40 research papers which included studies on gamification along with either of selected moderating variables. The data analysis included correlation and David Wilson moderation analysis using SPSS. This was done to disentangle the conditions under which gamification is most effective. Findings of the study indicated that collaborative gaming had weak and inconsistent associations with learning efficacy but this may indicate a moderate positive effect when combined with the competitive environments of blended social interaction game designs. As regard to time constraint, ultra-short applications of one day were negatively correlated with learning efficacy, while sustained interventions of one month or longer yielded moderate and consistent positive effects. On the other hand, methodological rigor, the experimental designs produced reliable moderate effects. Measurement instruments introduced notable variation; standardized tools reported the strongest effects, though based on limited evidence, while self-developed instruments consistently demonstrated moderate positive effects across a larger sample, albeit with high heterogeneity. It was concluded that gamification’s impact on learning efficacy is conditional rather than universal. This study contributes to the growing body of evidence by clarifying the contextual and methodological conditions that moderate gamification’s educational impact, offering guidance for both theory development and instructional practice.