The Impact of Gamification on Student Motivation and Learning in Punjab, Pakistan

Authors

  • Saiyida Masooma Jafari M.Phil Scholar, Department of Education, PMAS-UAAR
  • Dr. Aabida Lateef* Chairperson, Department of Education, Kahuta Haveli, Campus, University of Poonch Rawalakot, AJK
  • Dr. Muhammad Imran Yousuf Chairman, Department of Education, PMAS-UAAR

Abstract

This study investigates the effects of gamification on student motivation and learning outcomes in secondary schools across Punjab, Pakistan. Using a quasi-experimental design with 320 students (160 experimental, 160 control) from 8 public schools, we implemented a 12-week gamification intervention incorporating points, badges, leaderboards, and team challenges. Quantitative results showed significant improvements in mathematics (mean gain +16.4 vs +6.4 control, p<0.001, d=1.24) and science scores (Physics +18.2%, p<0.001). Motivation measures revealed large effects on interest/enjoyment (d=1.12) and classroom engagement (question-asking 3.2/hr vs 1.4/hr control). Qualitative data highlighted implementation challenges including technological barriers and teacher training needs. The findings suggest gamification can effectively enhance learning in Punjab's educational context when adapted to local infrastructure and cultural norms, though sustainability requires addressing novelty effects and equity concerns.

Keywords: Gamification, Student Motivation, Learning Outcomes, STEM Education, Pakistan

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Published

2024-12-30

How to Cite

Saiyida Masooma Jafari, Dr. Aabida Lateef*, & Dr. Muhammad Imran Yousuf. (2024). The Impact of Gamification on Student Motivation and Learning in Punjab, Pakistan. Journal of Social Signs Review, 2(6), 36–53. Retrieved from https://socialsignsreivew.com/index.php/12/article/view/196

Issue

Vol. 2 No. 6 (2024): Journal of Social Signs Review (December- 2024)

Section

Articles