Investigating the Effects of Gamification and Ludicization on Learning Achievement and Motivation

Abstract

This empirical study aims to investigate and compare the actual effects of play-related approaches—gamification and ludicization—on learning achievement and motivation. The authors have employed adapted College English Test-6 and Motivated Strategies for Learning Questionnaire to assess learning achievement and motivation, respectively. According to ANCOVA, compared with the control group (N = 24, M = 59.979, SD = 1.836), gamification significantly enhances learning achievement (N = 23, M = 66.676, SD = 1.875), while ludicization insignificantly improves learning achievement (N = 23, M = 61.041, SD = 1.862). ANOVA has presented that gamification and ludicization insignificantly influence motivational-related subscales and that ludicization shows counterproductive effects on intrinsic orientation and learning beliefs. The main conclusion is that play-related approaches might exert insignificant effects on learning achievement or motivation. Unintended uses, excessive simplification, and addiction to external rewards lead to unstable or counterproductive impacts of playful experiences.