Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load
Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase moti...
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MDPI AG
2024-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/10/1115 |
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| author | Charles Baah Irene Govender Prabhakar Rontala Subramaniam |
| author_facet | Charles Baah Irene Govender Prabhakar Rontala Subramaniam |
| author_sort | Charles Baah |
| collection | DOAJ |
| description | Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process. |
| format | Article |
| id | doaj-art-a4af212c29394d18abc77bddac7d1bf6 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-a4af212c29394d18abc77bddac7d1bf62025-08-20T02:10:59ZengMDPI AGEducation Sciences2227-71022024-10-011410111510.3390/educsci14101115Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive LoadCharles Baah0Irene Govender1Prabhakar Rontala Subramaniam2Discipline of IS &T, University of KwaZulu-Natal, Durban 4001, South AfricaDiscipline of IS &T, University of KwaZulu-Natal, Durban 4001, South AfricaDiscipline of IS &T, University of KwaZulu-Natal, Durban 4001, South AfricaResearch has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process.https://www.mdpi.com/2227-7102/14/10/1115gamificationmotivationcognitive loadstructural equation modellearning engagementARCS |
| spellingShingle | Charles Baah Irene Govender Prabhakar Rontala Subramaniam Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load Education Sciences gamification motivation cognitive load structural equation model learning engagement ARCS |
| title | Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load |
| title_full | Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load |
| title_fullStr | Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load |
| title_full_unstemmed | Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load |
| title_short | Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load |
| title_sort | enhancing learning engagement a study on gamification s influence on motivation and cognitive load |
| topic | gamification motivation cognitive load structural equation model learning engagement ARCS |
| url | https://www.mdpi.com/2227-7102/14/10/1115 |
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