A Conceptual Review of Gamification and Game-Based Learning: Enhancing Student Motivation and Engagement in Online Learning

The implementation of gamification and game-based learning (GBL) in online learning has garnered heightened interest as universities seek innovative methods to enhance student motivation and engagement. By exploring the use of gamification and game-based learning (GBL) in online learning, this research uses Self-Determination Theory (SDT) to demonstrate how gamification and Game-Based Learning (GBL) enhance motivation, active engagement, and improved learning outcomes among university students. Both approaches incorporate gaming elements such as points, badges, leaderboards, narratives, and challenges to create a more immersive learning environment. Gamification incorporates game mechanics into non-game settings, while GBL uses games as a primary mode of instruction. The study uses online snakes and ladders as a tool to examine how these approaches enhance motivation and engagement by highlighting the psychological requirements for competence, autonomy, and relatedness. The primary purpose of this conceptual review is to synthesise existing empirical evidence and propose a conceptual model grounded in SDT that explains the motivational mechanisms linking gamification, game-based learning, and online learning outcomes. In conclusion, the paper proposes that gamification and game-based learning (GBL) can improve the overall quality and efficacy of online learning and act as effectivecatalysts for cultivating engagement.

gamification, game-based learning, student motivation

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