Game On: A Meta-Analysis of Motivational Factors in Business Education
Year: 2026
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: Despite widespread adoption of gamification in business education, empirical evidence on its effectiveness remains fragmented and inconsistent. This meta-analysis synthesizes evidence from 27 empirical investigations to identify which factors most significantly influence intention to engage with gamified learning systems and how these factors translate into learning outcomes. The findings show that student satisfaction and perceived usefulness are the most consistent drivers of behavioral intention toward gamified learning systems. Enjoyment, ease of use, social influences, and general attitudes toward gamified experiences also play significant roles. Importantly, gamification also supports learning outcomes through mechanisms such as engagement, sustained focus, and positive learner disposition. These insights challenge simplistic applications of gamification and instead position it as a conditionally effective tool that requires thoughtful instructional design. For business educators, the findings offer practical guidance on when and how gamified systems are most likely to improve both motivation and academic performance. This study contributes to the ongoing development of evidence-based teaching in business education and lays a foundation for future research exploring long-term effects, learner differences, and diverse educational contexts.
Source: Journal of Marketing Education
Authors: Omar H. Fares, Osama J. Butt
Institutions: University of New Brunswick, Wilfrid Laurier University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,400
OpenAlex ID: W7160955203