Exploring University Students’ Perceptions and Their Attitudes towards Gamified Learning

As a newly adopted innovative technology approach in the field of education, gamified learning appears to have the potential to enhance students’ experiences and learning outcomes. However, little is known abo ut gamification, which is relatively underexplored in education literature. This study aims to identify students’ perception and their attitudes towards the use of gamification in the learning process. A descriptive quantitative study was conducted among 210 university students who had engaged in gamified learning activities. A questionnaire survey was used to collect data, which was then analyzed using descriptive statistics and independent sample t-tests. The results indicated that students had moderately positive perceptions, and their attitudes were moderately positive. In addition, student perceptions and attitudes did not differ significantly based on gender and age. These findings provide insight into the dynamic interaction between students and gamified learning technology to enhance their perceptions and promote positive learning attitudes. This study also has implications for gamification, literacy education, and the pedagogically rich design of educational games to promote positive attitudes among students. Recommendations are made based on the findings obtained.