Gamification in Online Classrooms: Impact on Learning Retention

DOI: https://doi.org/10.63345/ijre.v14.i6.2

Shalu Jain

Maharaja Agrasen Himalayan Garhwal University

Pauri Garhwal, Uttarakhand

mrsbhawnagoel@gmail.com

Abstract
Gamification—the systematic incorporation of game-design principles into educational environments—has garnered significant attention as a means to elevate learner engagement and bolster retention in fully online courses. This study probes the efficacy of gamification in enhancing both immediate and delayed learning retention among undergraduate students enrolled in an eight-week, fully online introductory psychology course. Employing a quasi-experimental design, 120 participants were assigned to either a gamified section—integrating points, badges, leaderboards, narrative quests, and adaptive challenges—or a control section adhering to conventional instructional methods of video lectures, readings, and quizzes. Learning outcomes were measured via a 50-item multiple-choice post-test administered at course completion and again four weeks later to assess knowledge durability. In addition, an engagement survey captured qualitative data on motivation, perceived task value, and user experience. Quantitative analyses revealed that the gamified cohort outperformed controls significantly on both immediate (mean difference = 12.6%, p < .001, Cohen’s d = 1.65) and delayed (mean difference = 22.0%, p < .001, Cohen’s d = 2.39) assessments. Retention decay was markedly lower in the gamified group (5.8 percentage-point drop) compared to controls (14.2-point drop). Thematic analysis of survey responses highlighted enhanced intrinsic motivation, deeper contextualization of content through narrative elements, and sustained learner autonomy. Together, these findings affirm that purposefully crafted gamified interventions can mitigate the common attrition of knowledge over time, rendering them a potent strategy for online course designers aiming to foster enduring learning. Implications for scalable implementation, faculty training, and future research directions—such as isolating mechanic-specific effects and exploring cross-disciplinary transfers.

Keywords
Gamification, Online Learning, Learning Retention, Instructional Design, Educational Technology

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