Racing to Learn: A Formula 1–Inspired Gamification Framework that Sustains Motivation Through Repeated Competitive Cycles

Abstract

Gamification is increasingly used in higher education to support student engagement; however, the effects of narrative-driven competitive frameworks on academic performance remain underexplored. This study examines a Formula 1 (F1)–inspired gamification experience implemented in an undergraduate Internet of Things (IoT) course. Students were randomly assigned to one of five racing teams and participated in three competitive "races" over a ten-week term. Progress was quantified as distance (in meters), accumulated through optional exercises, collaborative tasks, additional coding functionalities, quizzes, and attendance. The gamification framework was grounded in Self-Determination Theory, aiming to support students' autonomy, competence, and relatedness through multiple engagement pathways, continuous feedback, and team-based competition. To enhance immersion, a Unity-based interface was developed to dynamically visualize team progress, displaying race cars moving across circuits. Symbolic, social, and academic rewards were awarded after each race. A quasi-experimental design compared outcomes between a gamified group and a non-gamified control group under equivalent instructional conditions. Results indicate that students in the gamified condition achieved slightly higher academic outcomes, particularly on the final exam. However, an independent samples t-test showed that this difference was not statistically significant (t (54) = 1.74, p = 0.087), although a small-to-moderate effect size was observed (d = 0.43). Within the gamified group, a strong positive correlation was found between cumulative gamified engagement and final exam performance (r = 0.81, R² = 0.65), suggesting a meaningful association between participation and learning outcomes. The use of repeated competitive cycles with progress resets appeared to sustain motivation while mitigating performance stratification. Overall, the findings suggest that narrative-driven competitive gamification may support engagement and improve academic outcomes when carefully aligned with pedagogical objectives. The proposed framework offers a structured and replicable model for gamification in higher education. Future research should explore the scalability of this approach across diverse disciplines and examine its long-term impact on academic achievement.