Examining the effect of gamification in information science, computer and engineering education: A Meta-analysis of Student Learning Performance

Gamification is commonly defined as the use of game design elements in non-game contexts. Compared with the traditional lecture-based class, a gamified class is commonly seen as more engaging and joyful. Anecdotal reports suggest that students perceive the use of gamification positively. But does gamification really improve student learning performance? The conflicting results reported in previous studies make the decision to support (or to dismiss) the use of gamification in education difficult. This meta-analysis examined the overall effect size of gamification on student learning performance in the contexts of information science, computer and engineering education. Thirteen studies employing between-subject designs that compared the effects of gamified versus non-gamified courses on student learning performance constituted the current sample. Results using the random-effect model revealed a significant small effect of gamification on students’ learning achievement (Hedges’s g = 0.36, CI = 0.006 – 0.714, p = 0.046). Results of various moderator analyses were discussed. Suggestions regarding the selection and use of the game design elements were provided. We conclude that the use of gamification results in higher learning gains compared with the non-gamified courses within the contexts of information science, computer and engineering education.