Gamification in asynchronous online learning: A meta-analysis of its positive effects on motivation and academic achievement

Abstract

Gamification has become a new approach to improving learner motivation and achievement in asynchronous online learning environments. Drawing on the evidence from 28 empirical studies presence in the period 2010-2024, this research work tests the hypotheses testing the effects of gamification on motivation and academic achievement. Adopting the random-effects model, meta-regression and moderator analyses, we found evidence for a moderate positive effect on motivation (Hedges’ g = 0.52) and a small-to-moderate effect on achievement (Hedges’ g = 0.41). The outcomes of hypothesis testing state that narrative-based gamification has an impact significantly greater than points/badges, leaderboards, and that K-12 learners have a significantly greater benefit than higher education students. Year of publication and percentage of female participant are the best predictors of effect sizes. The robustness of findings is confirmed to publication bias and the sensitivity analyses. These findings underscore the utility of the use of gamification to promote engagement in asynchronous online learning and shed light in designing effective interventions.