Gamification, Presence and Awareness (Part 2/4)
Gamification is widely known for its attractive reputation for improving learners’ engagement. But is that the complete truth about gamification? Various meta-analysis research demonstrated that it is the case, but as always with its own limits and practices (Li, Ma, & Shi, 2023; Sailer & Homner, 2020). The second research shows that gamification has the capacity to ignite interest and motivation in students with an effect size ranging from 0.18 to 0.54, which is a small but significant effect (Sailer & Homner, 2020). The first research however found a significantly higher effect size of 2.206 (Li, Ma, & Shi, 2023). This difference highlights the contentious realm of research within gamification but also the fact that there is a direct correlation between gamification and an increase in motivation. Both studies explain that gamification has the ability to motivate initially, but that some better care needs to be put in place for more sustained motivation.
An example that shows this improvement of initial motivation is the increase of usage in mindfulness applications when they are coupled with gamification (Tanrıkulu & Demirel, 2023). Indeed, this study shows that the game mechanics used in these apps, based on extrinsic rewards such as points, have become a powerful selling tool, meaning an increase in user engagement. In more detail, the paper explains that there are mainly two types of rewards used: tangible (ie. coupons) and intangible (virtual items like points, badges,..).
Another example is the Brain Booth initiative (Karadjova, 2018). This initiative proposes a space for communities of students to explore the benefits of mindfulness for their learning. A pre-arranged environment with activities and games is created on campus, and students have the chance to spend time in the Brain Booth during their break. The study demonstrates a high correlation between the gamified elements of this initiative and the use of the space by students. The playful touch ignited the initial motivation of students to use it and discover the benefits of mindfulness.
There are however some cautions to take when it comes to using gamification to enhance meditation. Some very recent articles explain the pros and cons of all the gamified mechanics and elements used in enhancing mindfulness (Thomma, 2025). For example, Thomma explains that the use of streak seems to be a good idea to create some initial motivation, but in the long run, if one loses the streak, it creates the risk of generating a feeling of not being good enough, affecting sustained motivation.
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