Playing to learn? It works, but it has its limits
Playing to learn? It works, but it has its limits
Playing to learn? It works, but it has its limits
June, 12, 2025
Summary
A study by ESPOL found that gamifying STEM education—specifically using weekly leaderboards—helped improve students' exam scores but did not boost their motivation or confidence in problem-solving. Conducted with 175 engineering students, the research showed that while participants performed better academically, many were driven by external pressure rather than genuine interest. Interviews revealed that some only studied because of the leaderboard. The study found no significant impact based on gender or gaming experience. Overall, the findings suggest that while gamification can enhance performance, effective design is crucial to foster intrinsic motivation and deeper engagement in learning.
Reference
Phys.org. (2025, June 12). Playing to learn? It works, but it has its limits. https://phys.org/news/2025-06-playing-limits.html