Gamification Strategies for Student Engagement and Motivation in Hybrid Learning Environments: A SoTL Research Brief

Mohit Kumar Bharti

gamification, student engagement, hybrid learning, motivation, Scholarship of Teaching and Learning

Post-Covid-19 higher education has offered mixed experiences through hybrid learning; likewise, instructors continue to find it challenging to retain engaged and motivated students, particularly for the online portion of hybrid courses. This research brief represents early findings from the classroom-based research project exploring the potential use of gamification strategies in hybrid education to address retention-related challenges associated with online learning. Using the Self-Determination Theory and Flow Theory as guides, the researchers conducted a quantitative pre-post survey investigation on the impact of gamification (using points, badges, and peer-competition style leaderboards) on student engagement and motivation; they found through collecting data from 220 students that using descriptive statistical techniques, correlational analysis, and multiple regression analyses along with paired comparison t-tests provided a method for analyzing changes in both engagement and motivation from the point of gamification introduction to the point of effect on July 31, 2024. The result of the study demonstrated statistically significant positive relationships between gamification and student engagement and motivation to perform academically, with gamification contributing a considerable amount of variance-related to student engagement outcomes. It was found that moderate pre/post gains were made in both student engagement and academic motivation to learn as a result of the study. Although the data does not support a cause-and-effect relationship between these three variables, it suggests that a thoughtfully created and implemented gamification strategy for students who are participating in hybrid learning may encourage increased involvement and interest by students. The researchers of the current study have contributed to the area of Canadian scholarship of teaching and learning by providing data-driven and practice-based information regarding how to use gamification as a means to facilitate student participation in blended postsecondary education.

Volume 14 Issue 4, April-2026

Pages : j499-j505