From Perception to Participation: A Case Study of Gamified Learning in Engineering Education

Abstract

This study examines the relationship between gamification and Motivation, Perceived Learning, Teamwork, and
Flow—a state of deep focus and enjoyment—among first and third semester university engineering students. Student
responses were measured using the Motivation for Cooperative Learning Play Strategies (CMELAC) questionnaire at the
semester's start and this feedback was used to inform and refine the implementation of gamified strategies in the courses
to foster greater motivation and learning. Results showed a significant positive response, with 94% of students
participating. On a Likert scale ranging from 1 to 5, where higher scores indicate greater agreement, the average ratings
were as follows: 4.59 for Motivation, 4.27 for Perceived Learning, 4.32 for Teamwork, and 3.96 for Flow. Students were
divided into two groups. First-semester students showed a moderately positive Spearman’s correlation (ρ = 0.675)
between Motivation and Perceived Learning, while third-semester students exhibited an even stronger correlation (ρ =
0.778) between these variables, suggesting that academic experience may be associated with increased responsiveness to
gamified activities when highly motivated. Analysis revealed a consistent positive association between Motivation and
Perceived Learning, while these findings do not establish causality, they indicate that well-structured gamification
strategies tend to align with higher perceived learning when motivation is elevated. The stronger associations among
advanced students point to the importance of tailoring gamification to students’ academic level and familiarity with such
strategies. These findings highlight the need for adaptable gamification approaches, requiring educators to adjust course
design based on students’ needs and levels. The study underscores the importance of structured, engaging activities with
frequent feedback, especially for less advanced students, and shows that familiarity with gamification enhances its
effectiveness. By measuring perceived effectiveness, educators can make informed pedagogical decisions and implement
gamification from a holistic, evaluative perspective. Overall, the study provides insights on optimizing gamification to
achieve educational goals through engaging, adaptive, and effective learning experiences.