The impact of educational gamification on cognition, emotions, and motivation: a randomized controlled trial

This study examines the impact of gamification on education using a novel gamified digital learning platform and a randomized controlled trial (RCT) protocol. Following established research guidelines (CONSORT, Cochrane Collaboration, EVAT (c)), we assessed the individual and combined effects of points, badges, and challenges against a control group without gamification. The RCT evaluated participant characteristics (sociodemographics, game habits, player traits) and outcomes in cognition (learning, engagement, webcam-based eye-tracking for visual attention, cognitive load), emotions (affective states, webcam-based facial emotion recognition), and motivation (intrinsic motivation). Results showed significantly higher learning for participants using all game elements versus the control group, while badges alone increased cognitive load compared to the other gamification groups. These findings suggest that gamification is more effective when thoughtfully integrating game elements rather than applying elements in isolation, aligning goal-setting with feedback, and combining intrinsic and extrinsic motivational cues. The absence of significant results in other variables may reflect the novelty effect, emphasizing the importance of aligning gamification with pedagogical goals, considering individual and contextual factors, and designing systems that address usability and long-term impact. Educational implications and design recommendations are provided.