The effects of gamification on students’ academic achievement: a meta-analysis study

Abstract

Whether gamification is an organized structure that contributes to student achievement, a simple pontification process or total nonsense is a matter of debate. In such, this study was conducted to provide a scientific answer while exhibiting the gamification effect on student achievement with the meta-analysis method, which is based on experimental research that investigates the effect of gamification on student achievement between 2010 and 2016. As a result of the completed meta-analysis, a common effect size value that was estimated by compiling experimental studies was found to be 0.557. This value shows that gamification has a moderately positive (Cohen, 1988) effect on student achievement. It is exhibited that there is no publication bias regarding determining the effect’s validity. Calculated 0.557 Hedges’ g value’s omega square equivalent is .072. This value shows that gamification has added 7.2% positive value to academic achievement according to 45 experimental results involving 3,487 students from different countries.

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