Reclaiming Gamification: Why it belongs in the classroom.
- Mr Riach
- Aug 2
- 3 min read
Updated: Aug 2
Gamification is everywhere. We race our kids to get dressed in the morning, track our Duolingo streaks, chase points on sales leader boards, and even brush our teeth with AR toothbrush apps. These everyday examples reveal something powerful: gamification works. It taps into human motivation, makes tasks engaging, and builds habits. So why does it get a bad rap- especially in schools?
The Double-Edged Sword of Gamification
The term “gamification” often sparks polarized reactions. On the one hand, it's been celebrated for boosting motivation, learning outcomes, and collaboration in educational settings (Zainuddin et al., 2020; Vrcelj et al., 2022). On the other, it's been criticized for manipulative mechanics in commercial games: loot boxes, addictive notifications, and emotionally manipulative streak systems like Duolingo’s sad owl.
This is where we must distinguish positive gamification from negative gamification.
Positive gamification leverages storytelling, autonomy, feedback, and aesthetics to drive engagement, foster resilience, and support collaboration. It draws from Self-Determination Theory, which outlines three psychological needs that must be met for intrinsic motivation: autonomy, competence, and relatedness (Deci & Ryan, 1985, as cited in Eisenberger & Cameron, 1996). When applied ethically, gamification can support all three.
By contrast, negative gamification uses external controls and manipulations- microtransactions, pay-to-win mechanics, and habit-forming dark patterns- to drive compulsive behaviours. Psychologists are often employed in game design not to enhance learning, but to maximize addiction.
Gamification in Schools: A Misunderstood Opportunity
Despite some negative associations, research clearly supports gamification’s potential in education. Systematic reviews show that when implemented well, gamification improves student motivation, engagement, collaboration, and retention (Zainuddin et al., 2020; Vrcelj et al., 2022). These are not peripheral benefits - they strike at the heart of what schools are trying to achieve.
As I wrote in a recent professional reflection for my master’s degree:
“We must embrace forward-thinking models grounded in evidence and some that have superseded it, rather than cling to outdated pedagogies that fail to meet the needs of today’s learners. It would be even better if we embraced change not just reactively but proactively—through pedagogies that are daring, digital, and deeply aligned to purpose.”
Gamification offers a way to align with high-impact teaching strategies, address disengagement, and meet diverse learner needs—especially when paired with storytelling, do-over opportunities, and real-time feedback loops (Cirkony et al., 2021; Zainuddin et al., 2020).
Extrinsic vs. Intrinsic Motivation: Debunking the Reward Myth
One concern often raised is that gamification relies too much on extrinsic motivation—points, badges, rewards—and thus undermines deeper, intrinsic learning. However, this critique is overly simplistic.
In real life, we are constantly extrinsically motivated: we work for promotions, perform chores for rewards, and even motivate our children with sticker charts. What matters is how rewards are framed and used.
Eisenberger and Cameron (1996) argue that extrinsic rewards only have detrimental effects under narrow, avoidable conditions, and that when used properly, they can increase creativity, interest, and engagement. In fact, “detrimental effects of reward have attained the status of myth,” they conclude.
Gamification Is Already Part of Life
Perhaps the most powerful argument for using gamification in schools is this: students are already immersed in gamified worlds. From social media to shopping apps, gamification mechanics shape how they interact with the world. The choice for educators isn’t whether to gamify—it’s whether to do it intentionally and ethically.
Done right, gamification can build resilience through low-stakes failure, enhance learning through narrative immersion, and transform classrooms into places of joyful engagement. It's time we stop seeing it as a gimmick—and start seeing it as good pedagogy.
References
Cameron, J., & Eisenberger, R. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153–1166. https://doi.org/10.1037/0003-066X.51.11.1153
Riach, R. (2025). Assessment 2: Critical Reflection on AITSL Standards [Unpublished manuscript].
Vrcelj, A., Hoić-Božić, N., & Holenko Dlab, M. (2022). Use of gamification in primary and secondary education: A systematic literature review. International Journal of Educational Methodology, 9(1), 13–27. https://doi.org/10.12973/ijem.9.1.13
Zainuddin, Z., Chua, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
