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The Effects of Gamication on Engineering Lab
Activities
The aim of this study was to explore the effects of
gamication on engineering lab activities by providing empirical
evidence of the effect of gamication on students working in an
engineering lab. Although gamication has been applied in
several contexts including business, marketing, corporate
management, and online communities and social networks, little
research has been conducted on the application of gamication to
engineering lab activities, nor is there empirical evidence to
support the effectiveness of gamication at motivating and
engaging students. For this study, two types of websites were
created to collect data from students who enrolled an
undergraduate introduction to human factors course taught at
The Pennsylvania State University in the fall of semester.
The two types of websites were Gamication (GM) and Non
Gamication (NG). While the GM website included game
elements such as a Badge System, Score, Avatar, Leaderboard,
Level, and Feedback (Notication), the NG website was a
traditional website without game elements. In these websites,
students could create their own multiple-choice questions
(MCQs) and answer questions authored by classmates. The
results suggest that the gamication of engineering lab activities
had a positive effect in terms of motivation, engagement, and
performance, indicated by the higher number of students who
joined the GM website, the number of answers submitted by the
GM group, the number of distinct days of participation, and the
score of exam for the GM group. Thus, we can conclude that a
positive effect of gamication on student learning in engineering
lab activities was ultimately found.
