Beyond Badges and Points: Assessing the Influence of Gamification on Student Motivation and Course Completion in Open and Distance Learning

Beyond Badges and Points

Abstract

The growing adoption of online learning in higher education has intensified
concerns regarding learner motivation, engagement, and course completion. This
study examined the impact of gamification elements on student motivation and
course completion rates in the online learning hubs of the National Open
University of Nigeria, Lagos State. A randomised experimental design involving
experimental and control groups was employed. A sample of 400 students was
purposively selected from NOUN online learning centres. Participants in the
experimental group interacted with gamified learning materials incorporating
points, badges, leaderboards, progress indicators, rewards, and instant feedback,
while the control group used conventional online learning materials without
gamification features. Data were collected through a structured questionnaire
with a reliability coefficient of 0.87 established using Cronbach’s alpha.
Descriptive statistics and multiple regression analysis were used for data analysis
in SPSS version 28. Findings revealed that gamification significantly improved
student motivation (R² = 0.551, p < 0.05) and course completion rates (R² =
0.516, p < 0.05). Students also expressed positive perceptions of a gamified
learning environment, which significantly predicted engagement and
participation (R² = 0.579, p < 0.05). The study concludes that gamification
enhances learner persistence, participation, and academic engagement in an
online learning environment. It recommends the broader integration of
collaborative and interactive gamification features in open and distance learning
systems to improve learner retention and educational outcomes.