Document Type : Original Research Paper-English Issue

Authors

• javad keyhan ¹
• Golestan Sheikhloo ²

¹ Associate Professor, Department of Educational Science, Urmia Branch, Islamic Azad University, Urmia, Iran

² Department of Educational Science, Urmia Branch, Islamic Azad University, Urmia, Iran

Abstract

The present study aimed to conduct a comprehensive meta-analysis of existing research on gamification and examine its long-term effects on the academic performance of elementary school students. In recent decades, gamification has emerged as one of the most innovative instructional strategies, with numerous educational systems adopting this approach to enhance motivation, engagement, and learning quality among students. Despite the widespread use of game elements in educational settings, a critical question that remains unanswered is the extent of the long-term impact of this strategy on academic outcomes, especially for elementary school students. At this developmental stage, children possess distinct cognitive, emotional, and social characteristics that may influence their responsiveness to gamification differently compared to other age groups. Therefore, the main objective of this study was to systematically evaluate the long-term effectiveness of gamification by synthesizing previous findings and presenting a clear picture of its actual impact on students' academic performance.



This study employed a quantitative meta-analytic method. The statistical population included all national and international peer-reviewed articles, theses, research reports, and empirical studies published over the past 24 years that investigated the long-term effects of gamification on academic performance in elementary school students. Sampling was conducted using a non-random, purposive approach. Based on defined inclusion criteria—such as research design (quasi-experimental or longitudinal), the type of dependent variable (academic performance), and the age group of participants—21 studies were selected for the final analysis. To locate and retrieve relevant studies, keywords such as “gamification,” “academic performance,” “long-term effects,” and “elementary students” were used across reputable national and international databases. Data were extracted using standardized data coding forms developed by Masrabadi and Yadollahi (2016). Statistical analysis was conducted using the Comprehensive Meta-Analysis (CMA) software, focusing on overall effect size, heterogeneity indices, and moderator variables.



Findings revealed that the fixed effect size of gamification on the academic performance of elementary students was 0.472, which is statistically significant and considered moderate in magnitude. This result indicates that gamification, on average, has a positive and meaningful long-term effect on enhancing students’ academic outcomes. Regarding heterogeneity across studies, indices such as Q = 19.14, chi-square = 36.415, and I² = 0% indicated no significant heterogeneity, suggesting a strong convergence of results. However, qualitative analysis identified several influencing factors, including individual differences among students, educational environment conditions, access to technology, teaching styles, and environmental changes during the learning period. Moreover, time, the implementation method of gamification, and the intensity of game element usage were found to play complex and multilayered roles in producing long-term outcomes.



In conclusion, gamification can be seen not merely as an entertaining tool but as an effective and meaningful educational approach capable of improving the long-term academic performance of elementary students. Nevertheless, the effectiveness of this strategy is influenced by various factors and should not be viewed as a one-size-fits-all solution for all educational settings. Therefore, it is recommended that educational policymakers and the Ministry of Education support gamification as a complementary tool for improving learning quality in elementary schools, while considering individual differences, contextual adaptation, and the provision of appropriate technological infrastructure. Additionally, further research focusing on moderator variables and qualitative investigations into students’ lived experiences with gamification could significantly enrich the literature in this field.

Keywords

• Semantic Web
• Distance Education
• E-Learning

Main Subjects

• Educational technology- primary school