The Impact of Gamification on Achievement, Flow Experience, and Emotional State

Abstract

The research aimed to examine the effects of gamification environments on university students' achievement, flow experiences, and emotional states. This study utilized a mixed-methods design, incorporating a quasi-experimental approach for the quantitative phase and a phenomenological approach for the qualitative phase. The study group consisted of 80 students (Quizizz, n = 32; Quizlet, n = 48) enrolled in the Educational Psychology course at a state university. Data were collected through the Achievement Test, Flow Experience Scale, and Positive and Negative Affect Scale. Both groups showed significant pre-test to post-test gains in achievement, with no significant difference between the two groups. Flow experience was positively correlated with positive emotion in both groups, but with achievement only in the Quizlet group. In the Quizizz group, achievement was moderately and negatively correlated with negative emotion, whereas no such relationship was found in the Quizlet group. No significant relationship was found between achievement and positive emotion in either group. Qualitative findings revealed that students actively engaged in both environments, reported higher motivation, and found learning more enjoyable. However, they experienced the platforms differently. Quizizz users emphasized excitement through competition and scoring, whereas Quizlet users highlighted confidence gained from repetition and individual progress. Overall, these results indicate that gamification tools led to similar achievement gains, but through different flow and emotional processes.

Keywords

• achievement
• emotional state
• flow experience
• gamification

Ethical Statement

We conducted this study in accordance with established research ethics standards. We obtained ethical approval from the Ethics Committee of Dokuz Eylül University (Approval No: E-10042736-659-414325). Before data collection, we informed all participants about the purpose, scope, and confidentiality principles of the study. Participation was entirely voluntary, and we obtained written informed consent from all participants. In conducting this research, we adhered to the ethical principles outlined in the Declaration of Helsinki.

Thanks

We would like to express our sincere gratitude to the journal’s reviewers for their constructive feedback and careful evaluation of the manuscript, and to the general and field editors for their dedicated support throughout the review process.

Oyunlaştırmanın Başarı, Akış Deneyimi ve Duygusal Durum Üzerindeki Etkisi

Abstract

Araştırma, oyunlaştırma ortamlarının üniversite öğrencilerinin başarıları, akış deneyimleri ve duygusal durumları üzerindeki etkilerini incelemeyi amaçlamıştır. Çalışmada, nicel aşama için yarı deneysel desenin, nitel aşama için ise fenomenolojik yaklaşımın kullanıldığı karma yöntem deseni benimsenmiştir. Çalışma grubunu, bir devlet üniversitesinde Eğitim Psikolojisi dersini alan 80 öğrenci (Quizizz, n = 32; Quizlet, n = 48) oluşturmuştur. Veriler, Başarı Testi, Akış Deneyimi Ölçeği ve Pozitif-Negatif Duygu Ölçeği aracılığıyla toplanmıştır. Her iki grupta da ön testten son teste anlamlı bir başarı artışı gözlenmiş, ancak gruplar arasında anlamlı bir fark saptanmamıştır. Akış deneyimi, her iki grupta da pozitif duyguyla pozitif yönde ilişkiliyken, başarıyla anlamlı ilişkisi yalnızca Quizlet grubunda bulunmuştur. Quizizz grubunda başarı, negatif duyguyla orta düzeyde ve negatif yönde ilişkili bulunurken, Quizlet grubunda ise bu ilişki saptanmamıştır. Başarı ile pozitif duygu arasında her iki grupta da anlamlı bir ilişki bulunmamıştır. Nitel bulgular, öğrencilerin her iki ortamda da derse etkin biçimde katıldıklarını, daha yüksek motivasyon bildirdiklerini ve öğrenme sürecini daha keyifli bulduklarını ortaya koymuştur. Ancak öğrenciler platformları farklı biçimlerde deneyimlemişlerdir. Quizizz kullanan öğrenciler, rekabet ve puanlama yoluyla heyecan yaşadıklarını vurgularken, Quizlet kullanan öğrenciler ise tekrar ve bireysel ilerlemeden kaynaklanan özgüvenlerini ön plana çıkarmışlardır. Genel olarak bu sonuçlar, oyunlaştırma araçlarının benzer başarı kazanımları sağladığını, ancak bunu farklı akış ve duygusal süreçler aracılığıyla gerçekleştirdiğini göstermektedir.

Keywords

• Akış deneyimi
• başarı
• duygusal durum
• oyunlaştırma

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