Work

Effects of reward strategies in gamified learning on academic performance: A systematic review

Year: 2026

Type: review

Abstract: Tangible rewards, such as class participation scores, are often incorporated into gamified learning to motivate students. This systematic review synthesized evidence from 16 studies with 18 independent interventions to examine how tangible rewards have been designed and implemented in gamified learning and how they relate to academic performance. Across the studies, tangible rewards varied widely in form, contingency and stakes, ranging from small tokens and badges to extra course grades. The result found that the “exceeding a norm” reward contingency with “low-stakes rewards” associates with more positive academic performance in gamified classes. Based on qualitative insights, good reward administration practices include giving students autonomy in choosing rewards and recognizing learning progress with playful elements (e.g., Lego bricks). However, due to the limited number of interventions, more empirical evidence is needed to clarify whether and under what conditions tangible rewards can enhance academic performance in gamified learning.

Source: Educational Research Review

DOI: 10.1016/j.edurev.2026.100766

Authors: Shurui Bai, Yingxue Liu, Khe Foon Hew, Michael Sailer, Ya Xiao

Institutions: Education University of Hong Kong, University of Hong Kong, University of Augsburg, Nanjing Normal University

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,620