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.