Does gamifying homework influence performance and perceived gameful experience?

Ahmed Hosny Saleh Metwally, Maiga Chang, Yining Wang, Ahmed Mohamed Fahmy Yousef

Research output: Contribution to journalJournal Articlepeer-review

13 Citations (Scopus)


There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

Original languageEnglish
Article number4829
JournalSustainability (Switzerland)
Issue number9
Publication statusPublished - 1 May 2021


  • Completion rate
  • Feedback
  • Gamification
  • Gamifying homework
  • Satisfaction
  • User experience


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