Author Information
Deepak Sangroya, Jindal Global Business School, IndiaNidhi Bisla, Jindal Global Business School, India
Abstract
In recent years, education has seen increasing use of emerging technologies such as mobile applications, e-learning platforms and gamification. Among these technologies, gamification has seen widespread adoption due to its effectiveness in increasing students’ motivation. Popular education platforms such as Coursera, Khan Academy and Duolingo integrate gamified elements to improve learners’ motivation and engagement. However, despite these positive outcomes limited research has been conducted to examine the effectiveness of gamification in improving learners’ competence and performance. Therefore, this study uses the goal setting theory (Locke& Latham, 1990) to examine how gamification influences learners’ motivation and performance by encouraging goal-directed behaviour. Using survey research design this study collects data from Indian university students who actively uses the above mentioned e-learning platforms. The survey measures the impact of gamification elements—such as challenges, rewards, and feedback—on students’ ability to set and accomplish learning goals. The data is analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships between gamification, goal-setting behavior, and learning performance. The findings contribute to the existing literature by demonstrating how gamification, when aligned with Goal-Setting Theory, enhances learner competence and academic performance. This study also provides practical insights for educators and e-learning developers on how to design effective gamified learning experiences that foster sustained motivation and goal achievement.
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