The Impact of Gamification on Motivation in Teacher Education: A Meta-Analysis
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| Title: | The Impact of Gamification on Motivation in Teacher Education: A Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Turan Konuk (ORCID |
| Source: | International Journal on Social and Education Sciences. 2026 8(1):18-30. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Student Motivation, Preservice Teacher Education, Game Based Learning, Educational Games, Context Effect |
| ISSN: | 2688-7061 |
| Abstract: | Gamification has been gaining increasing attention in the field of education. Although numerous empirical studies have been conducted across various educational levels--particularly in primary and secondary education--relatively few have focused on teacher education. Investigating the use of gamification in teacher training from is essential for synthesizing and clarifying inconsistent findings. The present meta-analysis examined the effects of gamification on motivation in teacher education. Jamovi was used to analyze eight studies published between 2011 and 2025, involving 743 participants in total. Based on the heterogeneity test results, a random-effects model was applied. Publication bias analyses (Fail-safe N, Kendall's Tau, and Egger's regression) suggested that the findings were robust. The results revealed that gamification had a medium positive effect on motivation in teacher education (Hedges' g = 0.538, 95% CI [0.159, 0.917], p < 0.001). Overall, the findings indicate that gamification is an effective pedagogical strategy for enhancing motivation in teacher education. The study provides empirical evidence and practical implications for teacher educators and policymakers seeking to promote motivational engagement through gamified learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494420 |
| Database: | ERIC |
| Abstract: | Gamification has been gaining increasing attention in the field of education. Although numerous empirical studies have been conducted across various educational levels--particularly in primary and secondary education--relatively few have focused on teacher education. Investigating the use of gamification in teacher training from is essential for synthesizing and clarifying inconsistent findings. The present meta-analysis examined the effects of gamification on motivation in teacher education. Jamovi was used to analyze eight studies published between 2011 and 2025, involving 743 participants in total. Based on the heterogeneity test results, a random-effects model was applied. Publication bias analyses (Fail-safe N, Kendall's Tau, and Egger's regression) suggested that the findings were robust. The results revealed that gamification had a medium positive effect on motivation in teacher education (Hedges' g = 0.538, 95% CI [0.159, 0.917], p < 0.001). Overall, the findings indicate that gamification is an effective pedagogical strategy for enhancing motivation in teacher education. The study provides empirical evidence and practical implications for teacher educators and policymakers seeking to promote motivational engagement through gamified learning environments. |
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| ISSN: | 2688-7061 |
