The use of gamification in secondary schools in Great Britain and France

Download article
Article

The use of gamification in secondary schools in Great Britain and France

Gulnaz Adylbek kyzy, Ulanbek Mambetakunov, Nazira Kaidieva

Received 18.06.2025, Revised 24.10.2025, Accepted 26.11.2025

https://doi.org/10.67524/verus2/2.2026.31

Retrieved from Vol. 1, No. 1, 2025

Pages 31-45

Abstract

The aim of the research was to analyse the impact of various types of gamification on student motivation and learning achievements compared to traditional teaching methods. The research methodology included three main methods: structural-conceptual analysis, comparative analysis, and a pedagogical experiment conducted over four months (March-June 2024) involving 68 students equally from two countries: Great Britain and France. The research determined that gamification incorporates various elements and mechanisms, such as point and level systems, badges and achievements, leaderboards, learning quests, game scenarios, and role-playing games, which contribute to increased student motivation and activity. It was found that integrating these elements into the learning process stimulates the development of critical thinking, team interaction, and cognitive skills. After conducting the experiment, changes in motivation levels in the groups differed: in the control group, the proportion of students with low motivation levels (1-3 points) decreased by approximately 1-3%, while in the experimental group this proportion decreased to 12%, which is half of the initial level. In the control group, high scores (6-7) increased by 1-3%, while the proportion of high scores (6-7) in the experimental group increased 2-2.5 times compared to the results before the experiment. The level of knowledge also increased: in the control group, the proportion of correct answers improved to 60%, while this indicator in the experimental group reached 88-97%. The application of gamification methods enhanced the level of intrinsic motivation, interest, and learning activity among students, facilitated better material assimilation, and promoted the development of critical thinking and teamwork skills. Traditional methods ensured only a basic level of knowledge assimilation and moderate motivation, highlighting the effectiveness of the innovative approach in education. The obtained results can be used by secondary school teachers to implement gamification elements in curricula to enhance motivation and improve student learning achievements

References
  1. Adeoye, M.A. (2024). Gamification intervention on student academic performance in private secondary school. Journal of Education Technology, 8(2), 326-332. doi: 10.23887/jet.v8i2.79540.
  2. Andrade, P., Law, E.L.C., Farah, J.C., & Gillet, D. (2021). Evaluating the effects of introducing three gamification elements in STEM educational software for secondary schools. In Proceedings of the 32nd Australian conference on human-computer interaction (pp. 220-232). Sydney: Association for Computing Machinery. doi: 10.1145/3441000.3441073.
  3. Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: A systematic review. Education Sciences, 12(8), article number 540. doi: 10.3390/educsci12080540.
  4. Attah, J.O., Ogunlade, O.O., & Falade, A.A. (2024). Students’ attitude towards gamification-based teaching in mathematics in basic schools. Indonesian Journal of Teaching in Science, 4(2), 121-128. doi: 10.17509/ijotis.v4i2.68768.
  5. Azar, A.S., & Tan, N.H.I. (2020). The application of ICT techs (mobile-assisted language learning, gamification, and virtual reality) in teaching English for secondary school students in Malaysia during covid-19 pandemic. Universal Journal of Educational Research, 8(11), 55-63. doi: 10.13189/ujer.2020.082307.
  6. Bharti, M.K. (2023). Exploring the impact of gamification on students’ motivation, and learning outcomes in secondary education. International Journal for Multidisciplinary Research, 5(5), 1-14. doi: 10.36948/ijfmr.2023.v05i05.7877.
  7. Classcraft Missions. (n.d.). Retrieved from https://sites.google.com/uleth.ca/game-based-learning/resources/classcraft.
  8. Classcraft. (n.d.). Retrieved from https://www.classcraft.com.
  9. Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K‐12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34-70. doi: 10.1111/bjet.13335.
  10. Faure-Carvallo, A., Calderón-Garrido, D., & Gustems-Carnicer, J. (2022). Digital gamification in secondary education: A systematic review. Revista Latina de Comunicacion Social, 80, 137-154. doi: 10.4185/RLCS-2022-1773.
  11. Franco-Mariscal, A.J., Cebrián-Robles, D., & Rodríguez-Losada, N. (2021). Impact of a training programme on the e-rubric evaluation of gamification resources with pre-service secondary school science teachers. Technology, Knowledge and Learning, 28(2), 769-802. doi: 10.1007/s10758-021-09588-1.
  12. Fuentes-Riffo, K., Salcedo-Lagos, P., Sanhueza-Campos, C., Pinacho-Davidson, P., Friz-Carrillo, M., Kotz-Grabole, G., & Espejo-Burkart, F. (2023). The influence of gamification on high school students’ motivation in geometry lessons. Sustainability, 15(21), article number 15615. doi: 10.3390/su152115615.
  13. Gimkit. (n.d.). Retrieved from https://www.gimkit.com.
  14. Gini, F., Bassanelli, S., Bonetti, F., Mogavi, R.H., Bucchiarione, A., & Marconi, A. (2025). The role and scope of gamification in education: A scientometric literature review. Acta Psychologica, 259, article number 105418. doi: 10.1016/j.actpsy.2025.105418.
  15. Hossein-Mohand, H., Trujillo-Torres, J.M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability, 13(5), article number 2606. doi: 10.3390/su13052606.
  16. Jacob. (2026). 15 powerful gamification in education examples to inspire you. (2026). Gamification Hub. Retrieved from https://www.gamificationhub.org/gamification-in-education-examples/.
  17. Kahoot!. (n.d.). Retrieved from https://kahoot.com.
  18. Kaya, G., & Sagnak, H.C. (2022). Gamification in English as second language learning in secondary education aged between 11-18: A systematic review between 2013-2020. International Journal of Game-Based Learning (IJGBL), 12(1), 1-14. doi: 10.4018/IJGBL.294010.
  19. Khoudri, I., & Khoudri, A. (2023). Examining the influence of gamification on the enjoyment, engagement, and motivation of secondary school students: A сase study of Vevox. International Journal of Current Educational Studies, 2(2), 1-15. doi: 10.46328/ijces.77.
  20. Kien, L.T., & Nguyen, D.N. (2021). Gamification elements and their potential influence on employee motivation: A literature review of models. In Proceedings of the international conference on emerging challenges: Business transformation and circular economy (ICECH 2021) (pp. 143-154). Amsterdam: Atlantis Press. doi: 10.2991/aebmr.k.211119.016.
  21. Koç, G., & Sütçü, S.S. (2023). The impact of gamification on secondary school students’ grammar proficiency. Educational Policy Analysis and Strategic Research, 18(1), 31-49. doi: 10.29329/epasr.2023.525.2.
  22. Labster. (n.d.). Retrieved from https://www.labster.com.
  23. Lam, P., & Tse, A. (2022). Gamification in everyday classrooms: Observations from schools in Hong Kong. Frontiers in Education, 6, article number 630666. doi: 10.3389/feduc.2021.630666.
  24. Legends of Learning. (n.d.). Retrieved from https://www.legendsoflearning.com.
  25. Leitao, R. (2021). Gamification and ocean literacy in early secondary education. (Doctoral dissertation, Loughborough University, Loughborough, England). doi: 10.26174/thesis.lboro.14237885.v1.
  26. Leitão, R., Maguire, M., Turner, S., Arenas, F., & Guimarães, L. (2021). Ocean literacy gamified: A systematic evaluation of the effect of game elements on students’ learning experience. Environmental Education Research, 28(2), 276-294. doi: 10.1080/13504622.2021.1986469.
  27. León, A.M., Ferrer, J.M.R., Parra, J.M.A., Campoy, J.M.F., Trigueros, R., & Martínez, A.M.M. (2022). Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students. Revista de Psicodidáctica (English ed.), 27(1), 38-46. doi: 10.1016/j.psicoe.2021.08.001.
  28. Liu, T., Oubibi, M., Zhou, Y., & Fute, A. (2023). Research on online teachers’ training based on the gamification design: A survey analysis of primary and secondary school teachers. Heliyon, 9(4), article number e15053. doi: 10.1016/j.heliyon.2023.e15053.
  29. Luo, Z., Brown, C., & O’Steen, B. (2021). Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study. Education and Information Technologies, 26, 6337-6363. doi: 10.1007/s10639-021-10622-z.
  30. Malvasi, V., Gil-Quintana, J., & Bocciolesi, E. (2022). The projection of gamification and serious games in the learning of mathematics multi-case study of secondary schools in Italy. Mathematics, 10(3), article number 336. doi: 10.3390/math10030336.
  31. Mårell-Olsson, E. (2021). Using gamification as an online teaching strategy to develop students’ 21st century skills. IxD&A: Interaction Design and Architecture(s), 47, 69-93. doi: 10.55612/S-5002-047-004.
  32. Minecraft Education Edition. (n.d.). Retrieved from https://education.minecraft.net. 
  33. Moral-Sánchez, S.N., Sánchez-Compaña, M.T., & Romero, I. (2022). Geometry with a STEM and gamification approach: A didactic experience in secondary education. Mathematics, 10(18), article number 3252. doi: 10.3390/math10183252.
  34. Oliveira, W., Hamari, J., Shi, L., Toda, A.M., Rodrigues, L., Palomino, P.T., & Isotani, S. (2022). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(2), 373-406. doi: 10.1007/s10639-022-11122-4.
  35. Pavlohak. (2024). Gamification of the educational process. Oksim. Retrieved from https://www.oksim.ua/gamification-of-the-educational-process/.
  36. PhET Interactive Simulations. (n.d.). Retrieved from https://phet.colorado.edu.
  37. Quizizz. (n.d.). Retrieved from https://quizizz.com.
  38. Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student’s motivation in high school and higher education: A systematic review. Heliyon, 9(8), article number e19033. doi: 10.1016/j.heliyon.2023.e19033.
  39. Ruiz, J.J.R., Vargas Sanchez, A.D., & Boude Figueredo, O.R. (2024). Impact of gamification on school engagement: A systematic review. Frontiers in Education, 9, article number 1466926. doi: 10.3389/feduc.2024.1466926.
  40. Seeletse, S.M., Wijayanti, L.M., Muqorrobin, S., & Abdurahman, A. (2024). Gamification in education: Enhancing student engagement in the digital age. EDUJAVARE: International Journal of Educational Research, 2(2), 21-32. doi: 10.70610/edujavare.v2i2.796.
  41. Sotos-Martínez, V.J., Ferriz-Valero, A., García-Martínez, S., & Tortosa-Martínez, J. (2022). The effects of gamification on the motivation and basic psychological needs of secondary school physical education students. Physical Education and Sport Pedagogy, 29(2), 160-176. doi: 10.1080/17408989.2022.2039611.
  42. Student Motivation Scale. (n.d.). Retrieved from https://www.ijme.net/archive/9/psychometrics-of-a-motivation-questionnaire/S1.pdf.
  43. The Gamification Guide. (2025). Retrieved from https://www.beedeez.com/en/resources/guides/gamification-guide.
  44. Vrcelj, A., Hoıc-bozıc, N., & Dlab, M.H. (2023a). Attitudes of secondary school teachers towards gamification. The Eurasia Proceedings of Educational and Social Sciences, 31, 54-66. doi: 10.12973/ijem.9.1.13.
  45. Vrcelj, A., Hoic-Božic, N., & Dlab, M.H. (2023b). Use of gamification in primary and secondary education: A systematic literature review. International Journal of Educational Methodology, 9(1), 13-27. doi: 10.12973/ijem.9.1.13.
  46. World Medical Association. (2013). World medical association declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. doi: 10.1001/jama.2013.281053.
  47. Zeng, J., Sun, D., Looi, C.-K., & Fan, A.C.W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. doi: 10.1111/bjet.13471.
Suggested citation
Adylbek kyzy, G., Mambetakunov, U., & Kaidieva, N. (2025). The use of gamification in secondary schools in Great Britain and France. Educational Innovation & Technology Journal, 1(1), 31-45. https://doi.org/10.67524/verus2/2.2026.31