Volume 10, Issue 5, May – 2025 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694

Developing Gamified Educational

Technologies to Enhance Learning and Motivate
Student Engagement in Education: A Quantitative
Study Using Human-Computer Interaction (HCI)
Balais, Jay Ar D.1; Bangao, Zidney Jann P.2; Berbano, Jay R L.3;
De Castillo, Christian A.4; Silvestre, Jesole N.5; Villamor,
Charmel S. Cedie E. Gabriel6; Reginald S. Prudente7
1,2,3,4,5,6,7
College of Information and Communication Technology, South East Asian Institute of Technology
Incorporated, 9505 Crossing Rubber, Tupi, South Cotabato

Publication Date: 2025/05/19

Abstract: Nowadays, the rapidly evolving educational landscape is keeping the students engaged and motivated is more
important. This study seeks into how gamified educational technologies— and the tools that are used in game-like elements such
as the points, the rewards, and the challenges—that can help make learning more effective and can be more enjoyable. In
addition, by familiarizing and adding the principles from the Human-Computer Interaction (HCI), our aim is to make a design
educational experiences that are not only responsive and also will make students more intuitive and user-friendly. Through the
interviews, the focus groups, and the classroom observations, we gathered data and insights from both the students and the
educators to be able to understand on how these things influence the motivations and student’s learning behavior. To sum it up,
the results showed that when the gamification is thoughtfully combined with solid learning goals, it can make a greater interest,
sustain attentions, and to foster a deeper connection to the learning process. All in all, this research will highlight the importance
of designing educational tools with the user in mind, ensuring they are not only functional and but also engaging and also can
be accessible for all the learners.

Keywords: Gamification, Educational Technology, Human-Computer Interaction, Student Engagement, Motivation, User-Centered
Design, Interactive Learning, Quantitative Study.

How to Cite: Balais, Jay Ar D.; Bangao, Zidney Jann P.; Berbano, Jay R L.; De Castillo, Christian A.; Silvestre, Jesole N.; Villamor,
Charmel S. Cedie E. Gabriel; Reginald S. Prudente. (2025). Developing Gamified Educational Technologies to Enhance
Learning and Motivate Student Engagement in Education: A Quantitative Study Using Human-Computer
Interaction (HCI). International Journal of Innovative Science and Research Technology,
10(5), 527-542. https://doi.org/10.38124/ijisrt/25may694.

I. INTRODUCTION Gamification in education is developing how students

tackle with training materials, transforming traditional learning
A. Background and Context into self-motivated, collaborative formats. By adding the
With the advancement of technology over the decade, aspects of gaming into the training process, learners are
there has been a rising increase in Human-Computer Interaction interested to invests more effort, time, and focus, making
(HCI) systems. From the computer to mobile, every device used education an appealing trip rather than a tedious task. This
is based on the foundation of the same interaction that offers combination of entertainment and education has confirmed to
pillars for simple yet friendly conversation. While the concept be a powerful instrument in enhancing student engagement and
seems simple, this is a multidisciplinary approach that moves a facilitating deeper understanding [3].
step ahead of the communication quality between the user and
computer and focuses on computer design. A system that is B. Research Problem
designed to enrich the customer experience and reach larger Gamification is the combination of game-like elements
connectivity of design, research, and product development is into education platform; it is widely used to improve the student
Human-Computer Interaction. HCI has always been a part of engagement and motivation. However, the gamification
technology and design, but it is on the rise as technology effectiveness depends in the alignment with the learning
becomes more integrated with our daily lives [1]. This research objectives. This research aims to explore the integration of
aims to explore on how gamification can be integrated through gamification into education to address these issues and identify
education to improve student participations, motivations and effective strategy on how can improve student participation in
learning capabilities. The study aims to design and assessment learning.
gamified system can make learning entertaining and more
collaborative by giving a game elements like challenges, In HCI research, it identifies the gaps due to student
competitions and rewards. Therefore, adding a learning with a satisfaction that plays a vital role on determining how
game-based approach can be an effective, it makes a means of effectively the student engage and participate with the use of
harmonizing teachers’ and students’ likings. In short, game- gamified technology. Addressing this problem is a crucial
based learning helps by improving students’ engagement, context in advanced HCI due to the design that prioritizing the
coordination, and creativity [2]. user needs to more intuitive, user-friendly, engaging and
effective learning experience. By focusing on how BSIT
students interact with and respond to gamified technologies,
this research can contribute to the development of more user-

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694
friendly platforms that meet both the educational and developments of the nature of learnings, where the knowledge
experiential needs of students [4]. is built with time by uniting the simpler ideas into complex
ones. Altogether, their models form a basis in the designing of
C. Research Questions and Objectives educational experience, that are experimental and learner-
focused and encourages the students to actively engaged.
 Research Questions
Moreover, in the Self-Determination Theory (SDT)
 How does the gamified system based on a specific elements provides a comprehensive framework to understand human
design like points, leaderboards and levels impact the motivation and personality. It determined between the intrinsic
student engagement on learning environments? motivation determined by the personal interest and enjoyment
 In what ways does the gamified elements features affect the and extrinsic motivation that influenced by external pressure
student motivation in Ho participating academic and rewards. It emphasizes the effect on cognitive and social
performance. development. In HCI, SDT serves as a foundation for designing
 How effective does the gamification strategy and their a user interface and system that improves the user competence
design elements in improving students learning outcomes and social connection. By addressing these psychological
and academic performance? needs, building a well design HCI systems that can make the
 To what extend does the gamified elements design user engagement improved and provide overall satisfaction [7].
contribute to the student satisfaction compared to the The Basic Psychological Needs Theory (BPNT) illustrates that
traditional learning method. frustration and satisfaction of three codes needs autonomy,
competence and relatedness that impacts motivation. In
 Objectives autonomy, it involves acting in the sense of choice and reality,
when individual is feeling frustrated it leading to pressure and
inner struggle. While competence is a sense of growth in one’s
 To assess how the gamification elements like levels,
ability, with frustration that leads to feeling of failure and
leaderboards and points can improve student engagement in
weakness. Lastly. Relatedness is a feeling of connection and
learning.
valued by others, while its frustration can result in social
 To explore the effect of gamified design on student
disconnection and loneliness. On this model, when these needs
motivation to learn and complete academic performance.
adapt in the educational tools, surely the students are more
 To evaluate the effectiveness of gamified system based in likely to be engaged and motivated education that improves
the elements design to improve student performance and their learning experience [8].
ability to remember the lessons and tasks.
 To assess student satisfaction with gamified learning In addition, the Flow Theory that developed by Mihaly
experiences, focusing on the role of interactive and Csikszentmihalyi in 1990, illustrates the state of deep focus and
rewarding design features. engagement of the learners is when it is fully immersed on the
activity. In HCI, achieving the state of flow is difficult when
D. Justification and Significance designing an interface that maximize the user experience,
Gamification is defined as an integration of a game-like performance and motivation. Gamified and interactive
features into education to promotes an interactive and engage technology usually adapt the flow principle to make the
experience into learners is highly implemented in some learning environments engaging and enjoyable. When users
educational platforms. It enhances the student engagement and feel challenged yet in control, they are more likely to remain
motivation in the academic activity and learnings [3]. engaged, enjoy the experience, and achieve better learning
Gamification in education is use of a game design like elements outcomes [9]. In the Flow Channel Models it describes that the
to improve nongame context to improving the learner’s good learning happens when there is balance in task challenges
engagement, motivation and learning. It's being increasingly and the levels of the individual skills. If the challenge is too
implemented in learning settings to treat issues of student high, sometimes it leads to anxiety and depression, while if it’s
motivation, persistence, attention, and participation [4]. Thus, too low it will cause boredom in learners. Flow occurs in the
this study aims to explore the gamified educational technology middle where tasks are engaging yet achievable. This state can
as a relevant and a necessary solution on the ongoing challenges be fostered through clear goals, immediate feedback, and
in student active participation and motivation in learning. By gradually increasing difficulty [10].
assessing how the gamified elements affect the engagement,
motivation, effectiveness and satisfaction. This research aims B. Review Recent Studies, Papers, And Advancements in HCI
to improve the development of gamified system design to a Gamification in Education: Enhancing Student
user-friendly and more interactive systems that provides a Engagement and Learning Outcomes Recent research in
solution or meeting the needs in education. Human Computer Interaction (HCI) is increasingly focus on the
role of gamification in education, emphasizes the ability to
II. LITERATURE REVIEW improve the student engagement, motivation, effectiveness and
satisfaction. According to Sylvester (2024), adding some game
A. Overview of HCI Theories and Models elements into the learning environments can make the learning
In the Constructivist Learning Theory, it’s put the learner more interactive and effective in educational experience.
on the centre of educational experience, highlighting the active Moreover, gamification become a key trend in HCI, due to
engagement in learning experience. Rather than inactively aligning in the advancement in adaptive learning, personalize
getting the information, individuals tend to build their own education and using digital tools.
knowledge through hands on exploration and experimentation.
This theory had a significant impact on designing an interactive However, some challenges remain like maintaining the
learning environment, to foster critical thinking and reflection. long-term engagement, meeting the needs of the learners and
In the HCI, the constructivist principles play a vital role in balancing the competition and collaboration. While many
shaping the digital learning tool provides an engagement existing solutions have proposed, many educational platforms
learning environment and adapting the individual new learning are still struggling to implement gamification in learning
styles, making the education more effective and interactive [5]. effectively, that reveals the gaps in user experience design and
Furthermore, in Cognitive Constructivism, made by John adaptive learning technology. By reviewing the recent
Dewey and Jean Piaget, it shows that the learning is dynamic advancement in HCI, this study aims to determine the current
where the individuals make and obtaining knowledge through trends and limitations to provide an innovative solution that
the experience and reflection. In Dewey’s concept of focused improve the impact of gamification in education [11].
living encourages a real-world learning that fosters critical-
thinking and the problem-solving across varied context.
Meanwhile in the Piaget’s theory, it emphasizes the

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694
C. Analyse Existing Solutions Related to the Research Problem D. Data Analysis
Gamifications involve integrating game elements into This study uses both quantitative and qualitative
education, have been a popular strategy to boost the student approaches to better understand how gamified-educational
engagement and motivation in learning. Some tools like technologies affects the student engagement, student
Kahoot, Duolingo and CodeCombat have shown that adding satisfaction, and the gamification learnings’ effectiveness. The
game features in teaching can make the learning of the students participants are thoroughly selected using purposive sampling,
more enjoyable and interactive. These platforms use a gamified focusing on those who use the gamified-learning system to
elements such as points, leaderboards and challenges that make sure that the result is relevant and meaningful data. The
making the students involved on learning. However, to make quantitative data is collected through Likert-scale surveys, and
the gamification to be truly effective, it should be aligned with will be analysed using the tools like mean, median, and standard
the learning objectives that provides solutions to the needs of deviation to show results according to student responses.
the students [12]. This study highlights the significance of a Inferential statistics such as Pearson correlation analysis will
meaningful game like features in keeping the students also be used to understand more the patterns and relationships
participative and engaged on the learning. While the between different variables [18]. In contrast, the qualitative
gamification enhances the motivation of the students, its data, students’ open-ended responses will be analysed through
effectiveness depends on the rewards and on the familiarity of thematic analysis to discover common ideas in their
the students with the game. Additionally, human computer experiences. By mixing the two methods used, the study offers
interaction (HCI) research emphasizes the need for user- both numbers and real student insights to entirely understand
friendly design in the gamified platforms to ensure that the the impact of gamification in education. [19].
students would remain participative and engaged, also satisfied
with their learning experience. E. Ethical Considerations
In this study, confidentiality and privacy are required to
III. METHODOLOGY ensure that the participants’ identities and responses will be
kept and secure and will be anonymous. Protecting the personal
A. Research Design information from unauthorized access and maintaining trust
This study uses a descriptive research design to throughout the study [20]. The data that are collected will be
analytically collect, analyse, and use data on how gamified- anonymously, obtaining informed consent from respondent
educational technologies enhances the learning and how it regarding on how their data will be used. It is also essential that
motivates student engagement. By guiding the student minimizing the data collection to what is strictly necessary for
interactions to the gamified-learning system, this study the research.
objectives will identify the factors that improves the
engagement of the students, motivates and effectiveness of the IV. ADVANCED HCI DESIGN
system. This study uses surveys to gather the thoughts of the
students with the gamified system. Additionally, it also A. System Architecture
analyses the effects of this on how it will improve the students The advanced HCI library system architecture is designed
learning experience. The descriptive approach allows for a to enhance usability, efficiency, and user satisfaction, built
detailed understanding to the user engagement, their learning around a client-server model that integrates a user-friendly
behaviours, and the design challenges, ultimately giving interface with backend data handling.
evidence base on the recommendations for enhancing gamified-
educational technologies [13].  Key Components Include:

B. Participants  User Interface (UI) Layer: Provides an accessible, intuitive

The respondents of this study are BSIT (Bachelor of platform with simplified navigation and responsive design.
Science in Information Technology) students from 4th year level  Application Logic Layer: Manages user input, ensuring
with the population of 300 students. The selection criteria efficient interaction between the UI and backend while
include BSIT 4th years students who are purposely using the adapting based on user roles.
gamified learning system. To qualify, students must be enrolled  Database Management System (DBMS): Manages data
in the BSIT program and demonstrate a sufficient level of storage and retrieval, optimizing response times and data
engagement and interaction with the gamified system. The accuracy.
sampling method used is purposive sampling, where students  Feedback and Error Handling Module: Captures user
are intentionally selected from each block based on their feedback and displays error messages to maintain smooth
experience with gamified learning environments. At least 15 operations and reliability.
students are chosen per block to ensure balanced representation
across the year level [14]. The recruitment process will be
conducted within the institution through in-person recruitment
to effectively reach BSIT students for the survey. This approach
ensures that the students understand the given information
thoroughly and participate meaningfully in the study [15].

C. Data Collection
This study will be conducted using interview process on
the students on BSIT. Semi-structured interview is used to
gather their insights, experience, and challenges with using the
gamified learning systems. It enables to understand their
personal opinion on how effective the system to the students to
gain motivation in learning in an enjoyable moment, give
motivation and improve the system for better experience [16].
In addition, survey and questionnaires interpret and analyse
data such student feedbacks including student level of
engagement, satisfaction and motivation within the system,
utilizing 4-Likert-scale questions for statistical analysis. The
finding provides deeper understanding in the gamified learning
systems improvements and context related in the effectiveness
of this in education learning process of the students [17].

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694

Fig 1: The Diagram Outlines a Enhancing SEAIT’s School Fund Management Through a Transparent and User-Friendly Donation
System: A Qualitative Study Using Human-Computer Interaction (HCI) Principles.

B. Features and Functionalities  Analytics: It provides report analytics of the overall

performance of the student in their activity participated in
 The features and functionalities of SEAIT’s School Fund the game.
Management System are the following:  Settings: Provides record of user’s admin wanted to add
also see profile list of a user.
 Dashboard: Provide overall overview of the student, there  Students Dashboard: The system shows students learning
performance and their overall activity to the game that journey how many points earned, your status and level and
results to views the performance progress of the user. how many achievements you have.
 Courses: In this Page views and record the course added by  Courses: It Provide Courses or activity that the student
the admin viewing also it can add new course or quiz also wants to play or category or course that the students want to
can updated the course if their any changes into it. play.
 Questions: In this area Provides the record of questions  Quest: Provides Questions to be answer of the student if the
added by the admin base on the course also the admin can student want to play base on the courses they want to play
update, delete and view the questions base on the preference if it’s easy, normal, hard based on the level of the students.
of the admin  Performance: Provide overall activity that tracks students
 Students: It provides record of students viewing the that if the user or student wants to find they can easily view
students accounts viewing their performance in the activity it.
or courses they have been played, also the admin can update  Achievements: In this area that the student or user can see
and delete the student profiles base on the admin decision. their achievements.
 Badges: In this Function the admin can add badges names  Leaderboards: The students can see the rankings based on
for the student trophies the admin can also updated or delete their performance and level earned.
the badges depends on the admin preferences.

C. User Interface Design

Fig 2: In this Figure, It Shows the Login Section of the System

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Fig 3: In this Figure, it Shows the Admin Dashboard Section of the System

Fig 4: In this Figure, It Shows the Courses Section of the System

V. SAO FUNDRAISING ASSISTANCE AND DONATION ALLOCATION SYSTEM MANAGE DONORS – REPORTS

Fig 5: In This Figure, It Shows the Manage Question Section of the System.

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Fig 6: In This Figure, It Shows the Manage Student Section of the System.

Fig 7: In This Figure, It Shows the Manage Badges Section of the System.

Fig 8: In This Figure, It Shows the Analytics Section of the System

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Fig 9: In This Figure, it Shows the Settings Section of the System.

Fig 10: In This Figure, it Shows the Student Dashboard Section of the System.

Fig 11: In This Figure, It Shows the Student Courses Section of the System.

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Fig 12: In This Figure, It Shows the Student Quests Section of the System.

Fig 13: In This Figure, It Shows the Student Performance Section of the System.

Fig 14: In this Figure, It Shows the Student Achievements Section of the System.

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Fig 15: In This Figure, It Shows the Student Leaderboard Section of the System.

Fig 16: In This Figure, It Shows the Student Account Settings Section of the System.

VI. EVALUATION AND RESULTS positive responses on how the gamified technology influenced
the students learning and engagement. The researchers also use
A. Usability Testing a Pearson Correlation analysis to explore how the usability
To assess the usability of the gamified educational features of the system were aligned on enhancing the student
technology that is used in this study, the research provides a motivation, learning outcomes and academic performance.
structured usability procedure and was conducted on the
Bachelor of Science in Information Technology (BSIT) 4th year B. Performance Metrics
students from SEAIT. The main objectives of this study are to To assess the performance metric of gamified educational
understand how the students will interact with the gamified key technology, the study employed a key metrics such us
elements and how those features give impact with their learning engagement score, motivation score, learning outcome score
experience. and satisfaction score to measure the effectiveness of the
gamified system. Engagement score, this measures the average
The participant will ask to engage with the gamified rate on how the students actively participate and interact with
system. After that, the respondents will answer the 4-point the system. Motivation Score, this assessed the motivation of
Likert Scale questionnaire that the researcher provided to the student and willingness to complete the task within the
understand and know their experience on the system. The gamified system. While the learning outcome score, also assess
survey given focus on the four main areas, the student on how well the students to remembered knowledge and
engagement, motivation, effectiveness and user satisfaction. performed academically as a result of using the system. Lastly,
Each participant will rate their experience in the system satisfaction score, this will measure the overall satisfaction and
usability features in the scale from 4 (Strongly Agree) to 1 contentment of the students had with their experience in
(Strongly Disagree). To ensure honesty and unbiased on the gamified system.
feedback, the responses were anonymously collected. A total of
100 BSIT students took part in this survey, providing a valuable These provided performance metrics is directly aligned
insight on how effective the gamified technology to enhance with the research objectives by helping the students to
and motivate student in their learning experience. understand how the design of the gamified system affect the
student engagement, how the gamified tools boost student
The researchers collect and analyzed data using the motivation and whether it help to improvement their academic
descriptive statistical method, such as mean, standard deviation performance. Additionally, it allows the researchers to assess
and frequency distribution. The higher mean means more the overall user satisfaction and compare the gamified

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experience with the traditional learning methods to provide a 3.74, indicates that a game like features such as points, progress
valuable insight of the effectiveness of gamified system into tracking through level and leaderboards is effective in keeping
enhancing learning experience. the students to be participative and focus on the learning
activities. Students stated that with these gamified elements
C. Comparative Analysis make the activities and task more interesting and enjoyable,
The gamified educational technology developed in this also encourage students to be actively participate and motivate
study includes an advanced HCI principles such as user- on the task. Thus, this promotes that the gamification in
friendly design, personalized development process and direct education successfully make the traditional academic task into
feedback mechanism example points, levels and leaderboards. more engaging learning experience.
Compared to the traditional education methods, this gamified
system creates a more engaging and interactive experience to Research Question 2. In what ways does the gamified
the learners that can boost their motivation to join the class. As elements features affect the student motivation in participating
shown by the high mean score of 3.79 -3.87, it describes that academic performance.
the gamified system enhanced the motivation and satisfaction The survey results illustrate that the gamification is
of the students in completing the task and engage more in the strongly affect the student motivation in participating on the
teaching. The integration of gamified element features showed lesson. With the mean score ranging from 3.51 to 3.79 with the
a strong correlation between the students with better retention standard deviation of 0.45 indicating a strong agreement of the
and understanding, it shows on the mean score of 3.59 – 3.85 respondents towards motivation. Results shows that the student
illustrates the improved learning process of the students on the is feeling more motivated to complete their task, perform better
learning environments. Additionally, with the mean of 3.74 it and remain engage to the task or lesson in the presence of
shows that the gamified elements design such us leaderboards rewards, challenges and even the chance to level up. Through
and levels and points significantly contribute to the badges, rankings and progress also serves as motivation for the
engagements of the students in learning rather than on the students to complete the task in an enjoyable way. Thus, these
traditional method. Therefore, the gamified educational finding suggest that gamified features also support the mental
technology offers an innovative and a user-friendly design to development of the student making the effort of learning more
keep the student more engage and participative towards the focused and rewarding.
education.
Research Question 3. How effective does the
D. Results and Findings gamification strategy and their design elements in improving
The results on the survey evaluation reveals the high level students learning outcomes and academic performance?
of consistent on the student engagement, motivation across all Results shows that in the effectivity of gamified system to
category and satisfaction. In terms of engagement, the results the learning outcome of the students indicating a strong
revealed a mean score ranged from 3.48-3.74, indicating a high agreement with a mean value that reaching up to 3.85 with a
high percentage of the student that strongly agreed that the standard deviation of 0.52. Most of the students agreed that
gamified elements helped the students to stay engage and gamified elements enhance their understanding towards the
focused on their academic task. Moreover, in motivation it also lesson, also in recalling the information effectively. Moreover,
showed a similar pattern with the mean score between 3.51 and students states that they more likely to put more efforts into
3.79 signifying that the game like design features of the academic task and performance while using the gamified
gamified system helps to boost the student motivation to system, it improves their performance and maintaining engage
completing the academic task and activities. On the other hand, towards the lesson. Thus, these finding offers that a gamified
in learning outcome, based on the survey results with the mean system can serve as a valuable educational method to promotes
scores reaching up to 3.85, emphasizes the gamification a better learning effects and deep learning.
effectiveness towards the learning environment of the students.
It also enables a deeper and more meaningful experience among Research Question 4. To what extend does the gamified
the students in their learning experience. elements design contribute to the student satisfaction compared
to the traditional learning method.
Additionally, satisfaction also receive a high percentage The survey results showed a high level of satisfaction with
agreement with the mean score that ranging from 3.66 up to the gamified learning experience, with the mean scores ranging
3.87, especially in terms of enjoying the use of system and a from 3.66 up to 3.87 with a standard deviation of 0.43. Students
willingness to recommend it to others. Aside of that the state that they found the system enjoyable to use, interaction
achievement of new levels or rewards is considered as one of and more convenient rather than the traditional learning
the most satisfying aspects for the students where they are methods. Students highly appreciate the achievement features
motivated to do more and boost their confident to in the class. like the ranking or even proceeding to the other levels.
However, if there a positive also theirs a negative impact, the However, the results show a lower score satisfaction on the
results shows that some aspect slightly had a lower score, it features that is related to social assessment like leaderboards or
observed and it related to peer recommendation and ranking receiving a mixed response. Overall, the students
competitiveness, highlighting that the student may have a showed a clear preference of the gamified learning system over
varied response towards the social comparison features such as the traditional methods, highlighting the system effectiveness
leaderboards that some students find it more frustrating due to in offering satisfaction and more interactive and enjoyable
the ranking. experience on learning.

VII. DISCUSSION Overall, the analysis of the survey tally supports the
conclusion that the gamified technologies enhance the student
A. Interpretation of Findings engagement, motivation, system effectiveness and satisfaction
The findings in this study offers significant evidence in on the learning environments. These findings suggest that the
response to the research questions emphasizing the positive integration of the gamified elements like rewards, badges and
effect of gamified elements like points, leaderboards and levels leaderboards helps to boost the student motivation to keep
on the different aspects of the learning experience. engage or participative and complete the task and performance
easily with efforts and feeling happy.
Research Question 1. How does the gamified system
based on a specific elements design like points, leaderboards Table 1: Mean Range Interpretation (Likert Scale Guide)
and levels impact the student engagement on learning Mean Scale Description
environments? 4 Strongly Agree
The results show a strong agreement from students 3 Agree
regarding the role of gamified elements in improving the 2 Disagree
student engagements. The mean score ranging from 3.38 to 1 Strongly Disagree

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This table shows how mean scores from 1.00 to 4.00 are Likert-scale responses. It serves as the standard for analyzing
interpreted (e.g., Strongly Agree to Strongly Disagree) for the overall level of agreement or satisfaction per survey item.

Table 2: Impact of Gamified Elements (Points, Levels, Leaderboards) on Student Engagement

Impact of Gamified Elements (Points, Levels, Leaderboards) on Student Mean Standard Interpretation
Engagement Deviation
The use of points in the system keeps me engaged in learning activities. 3.74 0.52 Strongly Agree
I feel motivated to participate in activities when I see my progress through Strongly Agree
3.53 0.65
levels.
Leaderboards encourage me to compete and stay engaged with learning tasks. 3.67 0.49 Strongly Agree
The gamified elements (points, levels, leaderboards) make learning activities Strongly Agree
3.70 0.53
more interesting.
I feel more involved in my studies due to the gamification features. 3.49 0.56 Strongly Agree
The feedback provided by gamified elements (such as points or rankings) is Strongly Agree
3.48 0.57
helpful in motivating me.
The progress-tracking system (points/levels) helps me stay focused on my Strongly Agree
3.51 0.52
academic goals.
I am more willing to participate in tasks because of the game-like features. 3.64 0.48 Strongly Agree
The visual representation of achievements (like badges or levels) increases Strongly Agree
3.63 0.47
my motivation to engage.
The competitive aspect of leaderboards enhances my willingness to Strongly Agree
3.52 0.50
participate.

This table shows how users rated the Impact of Gamified Engagement. The results indicate strong agreement that
Elements (Points, Levels, Leaderboards) on Student gamified element enhance the student engagement in learning.

Table 3: Influence of Gamified Features on Motivation

Influence of Gamified Features on Motivation Mean Standard Interpretation
Deviation
I feel more motivated to complete academic tasks because of the gamified 3.79 0.46 Strongly Agree
features.
Gamified design features make me excited to start new learning tasks. 3.70 0.47 Strongly Agree
The reward system (points, badges) motivates me to perform better 3.67 0.49 Strongly Agree
academically.
The gamified system makes the learning process feel more rewarding. 3.77 0.44 Strongly Agree
I feel motivated to study harder because I can earn rewards or level up. 3.67 0.43 Strongly Agree
The game-like challenges in the system encourage me to push myself 3.57 0.45 Strongly Agree
further in my studies.
I enjoy learning more because of the points and rewards I can earn. 3.56 0.44 Strongly Agree
The desire to reach the next level encourages me to complete academic 3.67 0.44 Strongly Agree
tasks.
The gamified design features help me stay motivated when tasks become 3.75 0.44 Strongly Agree
difficult.
I am more likely to finish tasks on time due to the gamified elements. 3.51 0.47 Strongly Agree

This table shows how users rated influence of gamified that gamified element features motivate the student to complete
features on motivation. The results indicate strong agreement the task and performance with efforts and motivated.

Table 4: Effectiveness of Gamification in Enhancing Learning Outcomes

Effectiveness of Gamification in Enhancing Learning Mean Standard Interpretation
Outcomes Deviation
Gamified elements help me better retain the information Strongly Agree
3.59 0.576
learned.
The use of points and levels improves my ability to recall Strongly Agree
3.54 0.572
lessons and activities.
Gamification encourages me to put more effort into completing Strongly Agree
3.79 0.536
academic tasks.
The reward system enhances my understanding of the material. 3.85 0.446 Strongly Agree
I perform better academically when gamification features are Strongly Agree
3.72 0.524
involved.
Gamified activities are more effective for learning compared to Strongly Agree
3.50 0.607
traditional methods.
The interaction with the gamified system makes the learning Strongly Agree
3.64 0.492
process more effective.
I believe that using gamified features helps me learn more Strongly Agree
3.67 0.495
efficiently.
Gamified challenges improve my overall learning experience. 3.74 0.473 Strongly Agree
I have a better understanding of the subject matter due to the Strongly Agree
3.61 0.493
gamification of the lessons.

This table shows how users rated effectiveness of enhance the student learning outcomes by making them enjoy
gamification in enhancing learning outcomes. The results and participative on the learning outcomes.
indicate strong agreement that gamification in education can

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Volume 10, Issue 5, May – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694
Table 5: Student Satisfaction with Gamified Learning Experiences
Student Satisfaction with Gamified Learning Experiences Mean Standard Interpretation
Deviation
I am satisfied with the overall experience of using gamified learning Strongly Agree
3.76 0.49
tools.
I enjoy using the gamified system for my learning. 3.84 0.38 Strongly Agree
The game-like features (points, badges, levels) make learning Strongly Agree
3.72 0.43
enjoyable.
I prefer using gamified tools over traditional learning methods. 3.79 0.43 Strongly Agree
The gamified system meets my learning needs and expectations. 3.70 0.43 Strongly Agree
I would recommend the gamified learning system to my peers. 3.66 0.48 Strongly Agree
The design of the gamified system is engaging and user-friendly. 3.75 0.44 Strongly Agree
I feel that the gamified system makes learning more fun and Strongly Agree
3.75 0.43
interactive.
I feel satisfied when I achieve a new level or earn rewards in the Strongly Agree
3.87 0.36
system.
Overall, I am happy with how gamification enhances my learning Strongly Agree
3.67 0.43
experience.

This table shows how users rated student satisfaction with agreement that gamified system provide a satisfaction on the
gamified learning experiences. The results indicate strong learning experience of the students.

Table 6: Overall Tally of Responses and Means

Statement Mean Standard Level’s Interpretation
Deviation
Impact of Gamified Elements (Points, Levels, Leaderboards) 3.59 0.53 Strongly Agree
on Student Engagement
Influence of Gamified Features on Motivation 3.67 0.45 Strongly Agree
Effectiveness of Gamification in Enhancing Learning 3.67 0.52 Strongly Agree
Outcomes
Student Satisfaction with Gamified Learning Experiences 3.75 0.43 Strongly Agree
Overall: 3.67 0.48 Strongly Agree

This table compiles all survey results, showing average To address these limitations, the future research would
scores and standard deviations for each item. It reveals that consider to expand the scope of the study and include more
while most scores fall in the “Strongly Agree” or “High” range. institutions. This will help to determine the effect of the
gamification in education is a true and accurate due to have a
B. Contributions and Innovation larger scope to observed the patterns. Moreover, adapting a
This study contributes to the advancement Human learning style on the gamified system is to be consider to
Computer Interaction field by providing an insight on how the enhance the effect of gamification on education. Additionally,
gamified educational technology affects the user satisfaction adapting an artificial intelligence on the gamification to support
and enhances educational learning outcomes. It illustrates how to give a real time feedback and examine the long-term effect
the gamification principles with an integrated usability design of gamification on the enhancement of the student engagement
improves the user engagement and motivation in learning and motivation on learning.
activities. Specifically, it examines the gamified system to offer
an innovative solution that validates the practical benefits of VIII. CONCLUSION
implementing a gaming like design features in educational
platforms. By focusing on the engagement, motivation, A. Summary of Key Findings
effectiveness and satisfaction, the study emphasizes the This study was to develop a gamified technologies on
effectiveness of gamification in education to enhance the users education to enhance the student engagement and motivation in
learning experience. Also, it introduces a student tested learning. Based on the survey data, the participants generally
framework for evaluating the gamified system through rated the system positively, especially on the aspect of student
descriptive statistics and 4-point likert scale analysis, providing engagement, motivation, effectiveness and satisfaction of the
a well-structured approach to analyze the effect of gamification system. Most of the responses illustrates a strong agreement
in educational platforms. Moreover, this study also gives an (RQ1) of the gaming like features design on the system that it
innovative solution like adding a reward on the gamification helps to keep the student focus and participative the learning
system to catch the users interest in learning, providing an task and performance. Moreover, these gamified elements
actual feedback and visual tracking of achievements. These make the learning more enjoyable and interested that makes the
insights provide not only to validate the effectiveness of student boost their motivation to complete the task, perform
gamification in educational platforms also to contribute some better and remains engage to the task or lesson in the presence
applications of an interactive designs. of rewards, challenges and even the chance to level up (RQ2).
The results clearly stated that the students agreed that gamified
C. Limitations and Future Work elements enhance their understanding towards the lesson, also
While this study presents a significant insight on how the in recalling the information effectively and they more likely to
gamified system is effective to the educational platform, there put more efforts into academic task. performance while using
are some limitations on this study. This study is only conducted the gamified system (RQ3) and provide satisfaction in using the
at the SEAIT institution, it will limit the general findings on the system (RQ4).
other educational institution. The result may vary due to the
limited groups that is involved. Also, this study only uses a B. Final Remarks
descriptive research design, although this design is effective it The research journey underscored the exploration of the
will not ensure that theirs a deep understanding on the gamified gamification educational technologies on the enhance of the
system. By this method, the study will give a confusion on the student’s engagement, motivation, effectiveness and
used gamified elements and on the learning outcomes. satisfaction on the learning. From the creation of the design of
Additionally, the gamified system used in this study clearly not the system up to evaluating the 100 students on BSIT have been
stated an accurate learning style to adapt in the user’s needs. provided an significant insight towards the effectiveness of the

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Volume 10, Issue 5, May – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694
gamified system on the educational platforms. The integration [12]. A. Goel, "Gamification in Education: Enhancing
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APPENDICES

Appendix A: Interview Questions

 How would you describe your overall experience with the current donation system at SEAIT?
 In your opinion, what specific features or functionalities are missing or need improvement in the current system?
 What design or interface qualities do you believe would make the donation system more user-friendly and accessible?
 How important is transparency in a digital donation system, and how does it influence your trust in the process?
 How does the usability of the donation system affect your willingness to engage with or recommend it to others?

Appendix B: Survey Responses

QUESTIONNAIRE

Instructions

Thank you for taking the time to participate in this questionnaire. This study aims to gather your insights and experiences regarding
the use of gamified educational technologies and how they impact your learning, motivation, engagement, and satisfaction. Please read
each statement carefully and indicate the extent to which you agree or disagree by putting a check (✔) in the box that best represents
your opinion, based on the scale below:

Scale Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

There are four (4) sections in this questionnaire. Each section focuses on a specific area related to gamified educational
technologies. Kindly respond honestly based on your personal experience with the system.

Your responses will be kept strictly confidential and will only be used for research purposes.

Impact of Gamified Elements (Points, Levels, Leaderboards) on Student Engagement

Questions 1 2 3 4
The use of points in the system keeps me engaged in learning activities.
I feel motivated to participate in activities when I see my progress through levels.
Leaderboards encourage me to compete and stay engaged with learning tasks.
The gamified elements (points, levels, leaderboards) make learning activities more
interesting.
I feel more involved in my studies due to the gamification features.
The feedback provided by gamified elements (such as points or rankings) is helpful
in motivating me.
The progress-tracking system (points/levels) helps me stay focused on my academic
goals.
I am more willing to participate in tasks because of the game-like features.
The visual representation of achievements (like badges or levels) increases my
motivation to engage.
The competitive aspect of leaderboards enhances my willingness to participate.

Influence of Gamified Features on Motivation

Questions 1 2 3 4
I feel more motivated to complete academic tasks because of the gamified features.
Gamified design features make me excited to start new learning tasks.
The reward system (points, badges) motivates me to perform better academically.
The gamified system makes the learning process feel more rewarding.
I feel motivated to study harder because I can earn rewards or level up.
The game-like challenges in the system encourage me to push myself further in my
studies.
I enjoy learning more because of the points and rewards I can earn.
The desire to reach the next level encourages me to complete academic tasks.
The gamified design features help me stay motivated when tasks become difficult.
I am more likely to finish tasks on time due to the gamified elements.

Effectiveness of Gamification in Enhancing Learning Outcomes

Questions 1 2 3 4
Gamified elements help me better retain the information learned.
The use of points and levels improves my ability to recall lessons and activities.
Gamification encourages me to put more effort into completing academic tasks.
The reward system enhances my understanding of the material.
I perform better academically when gamification features are involved.

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Gamified activities are more effective for learning compared to traditional methods.
The interaction with the gamified system makes the learning process more effective.
I believe that using gamified features helps me learn more efficiently.
Gamified challenges improve my overall learning experience.
I have a better understanding of the subject matter due to the gamification of the lessons.

Student Satisfaction with Gamified Learning Experiences

Questions 1 2 3 4

I am satisfied with the overall experience of using gamified learning tools.

I enjoy using the gamified system for my learning.
The game-like features (points, badges, levels) make learning enjoyable.
I prefer using gamified tools over traditional learning methods.
The gamified system meets my learning needs and expectations.
I would recommend the gamified learning system to my peers.
The design of the gamified system is engaging and user-friendly.
I feel that the gamified system makes learning more fun and interactive.
I feel satisfied when I achieve a new level or earn rewards in the system.
Overall, I am happy with how gamification enhances my learning experience.

RESULTS

Impact of Gamified Elements (Points, Levels, Leaderboards) on Student Mean Standard Interpretation
Engagement Deviation
The use of points in the system keeps me engaged in learning activities. 3.74 0.52 Strongly Agree
I feel motivated to participate in activities when I see my progress through Strongly Agree
3.53 0.65
levels.
Leaderboards encourage me to compete and stay engaged with learning tasks. 3.67 0.49 Strongly Agree
The gamified elements (points, levels, leaderboards) make learning activities Strongly Agree
3.70 0.53
more interesting.
I feel more involved in my studies due to the gamification features. 3.49 0.56 Strongly Agree
The feedback provided by gamified elements (such as points or rankings) is Strongly Agree
3.48 0.57
helpful in motivating me.
The progress-tracking system (points/levels) helps me stay focused on my Strongly Agree
3.51 0.52
academic goals.
I am more willing to participate in tasks because of the game-like features. 3.64 0.48 Strongly Agree
The visual representation of achievements (like badges or levels) increases my Strongly Agree
3.63 0.47
motivation to engage.
The competitive aspect of leaderboards enhances my willingness to participate. 3.52 0.50 Strongly Agree

Influence of Gamified Features on Motivation Mean Standard Interpretation

Deviation
I feel more motivated to complete academic tasks because of the Strongly Agree
3.79 0.46
gamified features.
Gamified design features make me excited to start new learning tasks. 3.70 0.47 Strongly Agree
The reward system (points, badges) motivates me to perform better Strongly Agree
3.67 0.49
academically.
The gamified system makes the learning process feel more rewarding. 3.77 0.44 Strongly Agree
I feel motivated to study harder because I can earn rewards or level up. 3.67 0.43 Strongly Agree
The game-like challenges in the system encourage me to push myself Strongly Agree
3.57 0.45
further in my studies.
I enjoy learning more because of the points and rewards I can earn. 3.56 0.44 Strongly Agree
The desire to reach the next level encourages me to complete academic Strongly Agree
3.67 0.44
tasks.
The gamified design features help me stay motivated when tasks become Strongly Agree
3.75 0.44
difficult.
I am more likely to finish tasks on time due to the gamified elements. 3.51 0.47 Strongly Agree

Effectiveness of Gamification in Enhancing Learning Outcomes Mean Standard Interpretation

Deviation
Gamified elements help me better retain the information learned. 3.59 0.576 Strongly Agree
The use of points and levels improves my ability to recall lessons and Strongly Agree
3.54 0.572
activities.
Gamification encourages me to put more effort into completing academic Strongly Agree
3.79 0.536
tasks.
The reward system enhances my understanding of the material. 3.85 0.446 Strongly Agree
I perform better academically when gamification features are involved. 3.72 0.524 Strongly Agree
Gamified activities are more effective for learning compared to traditional Strongly Agree
3.50 0.607
methods.
The interaction with the gamified system makes the learning process more Strongly Agree
3.64 0.492
effective.
I believe that using gamified features helps me learn more efficiently. 3.67 0.495 Strongly Agree
Gamified challenges improve my overall learning experience. 3.74 0.473 Strongly Agree

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25may694
I have a better understanding of the subject matter due to the gamification Strongly Agree
3.61 0.493
of the lessons.

Student Satisfaction with Gamified Learning Experiences Mean Standard Interpretation

Deviation
I am satisfied with the overall experience of using gamified learning Strongly Agree
3.76 0.49
tools.
I enjoy using the gamified system for my learning. 3.84 0.38 Strongly Agree
The game-like features (points, badges, levels) make learning enjoyable. 3.72 0.43 Strongly Agree
I prefer using gamified tools over traditional learning methods. 3.79 0.43 Strongly Agree
The gamified system meets my learning needs and expectations. 3.70 0.43 Strongly Agree
I would recommend the gamified learning system to my peers. 3.66 0.48 Strongly Agree
The design of the gamified system is engaging and user-friendly. 3.75 0.44 Strongly Agree
I feel that the gamified system makes learning more fun and interactive. 3.75 0.43 Strongly Agree
I feel satisfied when I achieve a new level or earn rewards in the system. 3.87 0.36 Strongly Agree
Overall, I am happy with how gamification enhances my learning Strongly Agree
3.67 0.43
experience.

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