Work

Gamified Interface Design Enhances Student Engagement in Synchronous Video Conferencing Learning

Year: 2026

Type: article

Abstract: The widespread adoption of video conferencing (VC) platforms during the COVID-19 pandemic has transformed synchronous higher education, yet sustaining student engagement in such environments remains a persistent challenge, particularly in creative disciplines. This study investigated the effectiveness of three gamification elements included animated badges, experience points, and level upgrades in enhancing behavioural, emotional, and cognitive engagement within a synchronous VC learning context. Guided by Self-Determination Theory (SDT), this study employed a quasi-experimental non-equivalent control group design involving 124 first-year undergraduate graphic design students from three public universities in China. Participants were assigned to a non-gamified control group or one of three gamified conditions and completed pre- and post-intervention surveys measuring multidimensional engagement. Paired t-test analyses revealed statistically significant improvements across all engagement dimensions in the gamified groups (p < 0.001), while the control group exhibited minimal or no meaningful change. Experience points produced the most consistent gains across behavioural, emotional, and cognitive engagement, whereas level upgrades yielded the strongest effects on deep cognitive processing and metacognitive regulation. Animated badges were particularly effective in enhancing emotional engagement and learning enjoyment. One-way ANOVA results further indicated clear performance differentiation between gamified and non-gamified conditions. These findings displayed that well-designed gamification mechanisms can substantially enhance engagement in synchronous VC environments by supporting learners’ needs for autonomy, competence, and relatedness. The study contributes empirical evidence to gamification and online learning literature and offers practical guidance for educators and platform designers seeking to improve motivation, interaction, and learning quality in real-time digital instruction.

Source: WSEAS TRANSACTIONS on SYSTEMS archive

DOI: 10.37394/23202.2026.25.57

Authors: Mao Jun, Terry Lucas

Institution: Universiti Malaysia Sarawak

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Universiti Malaysia Sarawak