Gamification in Early Childhood Education: A Meta-Analysis of

Learning Outcames and Engagement

Inayatul Lathifah

, Nasrul Umam

and Sandi Aji Wahyu Utomo

Faculty of Teacher Training and Education, Nahdlatul Ulama Al Ghazali University, Kesugihan, Cilacap, Indonesia

Keywords: Gamification, Early Childhood Education, Meta-Analysis.

Abstract: Gamification has emerged as an innovative strategy in early childhood education; however, its effectiveness

has shown inconsistent results. This study aims to evaluate the impact of gamification on learning outcomes

and child engagement, as well as to identify the elements and moderating factors that influence its success.

The method employed is a Meta-Analysis Literature Review (MALR) based on a systematic review of

relevant empirical studies. Data were obtained from open-access scholarly literature that met the inclusion

criteria and were analyzed using statistical techniques for aggregating effect sizes. The findings indicate that

gamification has a significant positive impact, particularly when game elements are tailored to the

developmental characteristics of children. This research provides both theoretical and practical contributions

to the development of more targeted and evidence-based gamification-based learning strategies in the field of

early childhood education.

1 INTRODUCTION

1.1 Factual Background of the Problem

The digital transformation in education has

significantly influenced teaching approaches

across all levels, including early childhood

education (ECE). One of the innovative

approaches that has emerged in recent years is

gamification, which refers to the application of

game elements in non-game contexts, such as

classroom learning. Globally, this approach has

been utilized to enhance engagement, motivation,

and learning outcomes among children in both

formal and informal educational settings

(Chudhary et al., 2022). However, despite the

enthusiasm surrounding gamification, field

realities reveal disparities in its implementation.

While some educational institutions have

successfully integrated gamification, others face

considerable challenges in selecting game

elements that align with the developmental

https://orcid.org/0009-0000-9530-8945

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https://orcid.org/0009-0006-6625-3387

characteristics of young children. The

inconsistency in learning outcomes and children’s

engagement across different gamification contexts

indicates the presence of complex issues that

warrant systematic examination.

1.2 Literature Facts and Theoretical

Gap

Previous studies have attempted to explain the

effectiveness of gamification in enhancing early

childhood learning; however, the findings remain

highly variable. For instance, some studies have

reported increased motivation and focus among

children when gamification is applied in science

and mathematics learning (Xezonaki,

2022).Conversely, other studies have noted

minimal or even counterproductive effects due to

an imbalance between game elements and

children’s cognitive load (Marín-Díaz et al., 2020).

Theories such as Self-Determination Theory and

Cognitive Load Theory provide a conceptual

236

Lathifah, I., Umam, N. and Utomo, S. A. W.

Gamiﬁcation in Early Childhood Education: A Meta-Analysis of Learning Outcames and Engagement.

DOI: 10.5220/0014069000004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 236-244

ISBN: 978-989-758-788-7; ISSN: 3051-7702

foundation, yet they have not fully accounted for

the variations observed in practice. The lack of

systematic synthesis and the limited identification

of the most effective gamification elements, along

with moderating factors such as age, duration, and

learning domain, highlight an existing gap in our

understanding of this approach’s effectiveness

1.3 Research Objectives

This study aims to systematically evaluate the

effectiveness of gamification strategies on learning

outcomes and engagement in early childhood

education. Furthermore, it seeks to identify the

most effective gamification elements and analyze

moderating factors such as children’s age, learning

domain, intervention duration, and the type of

technology employed. Using a meta-analytic

approach, this research endeavors to synthesize

existing empirical findings to produce evidence-

based guidelines applicable for educational

practitioners in the context of early childhood

education (Wang, 2025). Additionally, the study

aims to strengthen the theoretical foundation of

gamification implementation in early childhood

education by drawing on multiple theoretical

frameworks, including Self-Determination Theory

and Flow Theory (Kareem & Khalid, 2024).

1.4 Rationale and Research Urgency

Given that gamification continues to evolve and is

widely implemented in various countries, yet lacks

strong and systematic evidence synthesis, this

study is both relevant and necessary. The

inconsistency of previous findings not only

obscures the true effectiveness of gamification but

also hinders educational practitioners from making

data-driven decisions when designing learning

experiences appropriate for young children

(Aldhilan et al., 2024). By identifying the most

impactful gamification elements and the factors

moderating their effectiveness, this research can

make a significant contribution to the development

of innovative, efficient, and developmentally

appropriate learning strategies (Riska et al., 2021).

Therefore, this study is not merely academic in

nature but also practical, with the aim of bridging

the gap between theory and practice in the

application of gamification in early childhood

education.

2 LITERATURE REVIEW

2.1 Definition of the Concept of

Gamification

Gamification is defined as the use of game

elements—such as points, challenges, narratives, and

feedback—in non-game contexts with the aim of

enhancing user motivation and engagement

(Anastasiia Igorevna Buentsova, 2022) Unlike game-

based learning, which delivers instruction through a

complete game, gamification selectively incorporates

components of games into real-world activities that

are not inherently games, with the purpose of making

these activities more engaging without creating a full

game from scratch (Li et al., 2023).

Gamification and playful design both aim to

enhance motivation, attention, and learning interest

by incorporating game elements into non-game

educational contexts (Ružic & Dumancic, 2015). This

approach is particularly relevant for digital-native

learners who have grown up with technology and tend

to respond more positively to interactive and

challenge-based learning strategies(Langendah &

Mark-Herbert, 2016). Thus, gamification serves as a

pedagogical strategy with considerable potential to

create adaptive and motivating learning

environments, especially in early childhood

education.

2.2 Manifestations and Categorization

of Gamification

The manifestation of gamification in educational

contexts can be categorized into several core

elements: game mechanics (such as points, levels,

and badges), social dynamics (competition and

collaboration), and narratives that foster students’

emotional engagement (García et al., 2021).

Gamification can be implemented through digital

media such as interactive applications, augmented

reality (AR), or even adapted conventional board

games designed for educational purposes

(Chudhary et al., 2022). In the context of early

childhood education (ECE), gamification is not

limited to the use of technology; it also involves

designing play experiences aligned with children’s

cognitive and social developmental stages(Wang,

2025). Therefore, the selection of gamification

elements must consider age appropriateness and

the specific learning context to ensure a positive

and meaningful impact.

Gamiﬁcation in Early Childhood Education: A Meta-Analysis of Learning Outcames and Engagement

237

2.3 Definition of Early Childhood

Education (ECE)

Early childhood education (ECE) represents a

critical stage in human development, emphasizing

cognitive, social, emotional, and motor stimulation

from an early age. ECE covers the age range of 0

to 6 years and plays a vital role in establishing the

foundation for lifelong learning (Alejandro

Lorenzo-Lledó, 2023). Education at this stage

focuses not only on academic skills but also on

holistic character formation and life skills

development (Riska et al., 2021). Consequently,

teaching approaches in ECE prioritize active,

enjoyable, and developmentally appropriate

learning experiences (Kareem & Khalid, 2024).

This definition underscores the importance of

innovative pedagogies that integrate cognitive,

social, and emotional aspects in a balanced

manner.

2.4 Manifestations and Practices of

Early Childhood Education

In practice, early childhood education emphasizes

thematic learning, play-based approaches, and the

use of engaging media to stimulate children’s

exploration and creativity. Play-based learning in

ECE has evolved alongside advances in digital

technology, such as computers and mobile devices

(Alotaibi, 2024). The implementation of

gamification in ECE often involves storytelling,

avatars, game simulations, and leaderboards as

tools to foster children’s motivation and

engagement (Aldhilan et al., 2024). These

elements are used to convey concepts such as

hygiene, health, literacy, and numeracy through

enjoyable game-based contexts that are easily

accessible to young learners (Fan et al., 2022).

Furthermore, educators increasingly leverage new

technologies such as interactive media and AR to

enrich children’s learning experiences. This

approach reinforces the principles of

constructivism, which posit that children build

knowledge through active interaction with their

environment.

2.5 Definition of Meta-Analysis

Meta-analysis is a statistical method used to

combine the findings of multiple independent

studies to draw more robust and generalizable

conclusions about a particular phenomenon. In

education, meta-analysis allows researchers to

identify patterns, effect sizes, and potential

moderating variables that may influence the

effectiveness of an intervention (Gao, 2024). This

approach is particularly valuable for addressing the

fragmented literature and inconsistent findings

frequently encountered in gamification research in

ECE. Meta-analysis is also employed to assess the

methodological quality of previous studies,

measure intervention effect sizes, and examine the

influence of moderators such as age, task type, and

learning duration (Fan et al., 2022). Therefore,

meta-analysis serves as a critical evidence-based

decision-making tool in education.

2.6 Application on Meta-Analysis in

the Context of Gamification in ECE

In the context of gamification in early childhood

education, meta-analysis can be applied to identify

the most effective game elements for enhancing

children’s learning outcomes and engagement. The

studies analyzed may encompass various

approaches, including digital gamification,

narrative-based gamification, and hybrid models

combining traditional and digital

methods(Alotaibi, 2024)

. The results of such meta-

analyses can offer practical recommendations on

the most suitable types of gamification based on

children’s age, learning domains, and the

characteristics of the technology used (Aida Theeb

Mohammad, 2023). Consequently, meta-analysis

emerges as a strategic approach for integrating and

directing gamification implementation more

effectively across diverse early childhood

education settings.

3 METHOD

3.1 Research Object

This study focuses on the growing phenomenon of

using gamification strategies in early childhood

education, particularly concerning learning

outcomes and student engagement. In the era of

rapid advancements in educational technology,

gamification has emerged as a promising approach;

however, its implementation in various contexts

has yielded inconsistent results (Kim & Castelli,

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2021). While some studies report enhanced

motivation and learning outcomes, others have

found insignificant or even negative effects. This

inconsistency raises the question of the extent to

which gamification can genuinely deliver a

positive impact, especially within the context of

early childhood education, which possesses unique

developmental characteristics (Briffa et al., 2020).

Therefore, this study seeks to examine in depth

both the successes and limitations of gamification

strategies applied in early childhood education

through a meta-analytic approach

3.2 Type of Research and Data Sources

This study is a library research employing the

Systematic Literature Review (SLR) method with

a Meta-Analysis Literature Review (MALR)

approach. Primary data were obtained from

empirical studies that directly examine the

implementation and impact of gamification in the

context of early childhood education, published in

reputable and indexed scholarly journals.

Secondary data comprised relevant literature that

provides the theoretical foundations of

gamification, early childhood education, and meta-

analysis, including books, scientific reports, and

systematic review articles (Mula-Falcón et al.,

2022). The search was conducted through

databases such as Scopus, Web of Science, and

ScienceDirect, applying strict inclusion–exclusion

criteria to ensure the validity and relevance of the

studies reviewed (Poecze & Tjoa, 2020).

Accordingly, this research relies on the

methodological rigor and data integrity of

trustworthy scientific sources.

3.3 Theoritical Foundations on the

Study

This research draws upon several foundational

theories that serve as the conceptual and analytical

basis for understanding the effects of gamification

on early childhood learning. First, the

Self-

Determination Theory

by Edward Deci and Richard

Ryan (1985) emphasizes three basic psychological

needs—autonomy, competence, and relatedness—

as the foundation of intrinsic motivation (Sailer &

Homner, 2020). Second, Mihaly

Csikszentmihalyi’s (1975)

Flow Theory explains

how a state of complete immersion in an activity

can foster optimal performance in learning. Third,

John Sweller’s (1988)

Cognitive Load Theory

provides a critical perspective for evaluating how

game elements may influence children’s

information-processing capacity. Additionally,

Yu-kai Chou’s (2012)

Octalysis Framework is

employed as a tool to identify eight core

motivational drivers in gamification that can

impact learning motivation. Collectively, these

theories offer a comprehensive framework for

assessing the effectiveness of gamification in the

context of early childhood education.

3.4 Research Process and Data

Collection Techniques

The research process began with the determination

of the topic and specific research questions, namely

the effectiveness and moderating factors of

gamification in early childhood education. Data

collection was carried out through electronic

literature searches in various scientific databases,

including Scopus, ERIC, and Web of Science,

following the PRISMA protocol as a systematic

guideline (Santos et al., 2023). The retrieved

studies were selected based on inclusion criteria

such as experimental design, a focus on early

childhood education, and the integration of

gamification elements. Conversely, studies that

failed to meet methodological quality standards or

were deemed irrelevant were excluded.

Subsequently, data extraction was performed, and

effect sizes were calculated for each study.

Statistical analyses were then conducted using a

random-effects model to combine the results,

yielding more precise aggregate effect

estimates(Marín-Díaz et al., 2020). This procedure

enables the researchers to draw stronger

conclusions compared to relying solely on

individual studies

3.5 Data Analysis Techniques

Data analysis in this study employed a content

analysis approach aimed at identifying thematic

patterns, inter-category relationships, and latent

meanings within the body of literature. This

method was chosen for its ability to uncover in-

depth insights that may not be explicitly stated in

each study (Nadi-Ravandi & Batooli, 2022). The

analysis process began with initial coding of

variables such as types of gamification, learning

domains, children’s age groups, and learning

outcomes. This was followed by categorization and

synthesis to construct a systematic narrative on the

successes and challenges of gamification

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239

implementation. Furthermore, to ensure objectivity

and reproducibility, the data were independently

reviewed by two researchers before the final results

were agreed upon through collaborative

discussion. This technique ensures that the meta-

analysis results are not only quantitative in nature

but also provide an in-depth qualitative

interpretation of the analyzed data.

4 RESEARCH FINDING

Based on the synthesis of various literature,

gamification is generally defined as the application

of game elements in non-game contexts, including

the educational domain. Commonly identified

elements include points, levels, challenges,

leaderboards, and narrative components that

enhance user engagement(García et al., 2021). The

study by Alejandro Lorenzo-Lledó

(2023)identified that the use of gamification in

educational settings aims to stimulate students’

cognitive abilities through game-based techniques

involving problem-solving and collaborative

activities. Other studies also indicate that the

implementation of gamification employs diverse

approaches, ranging from digital applications to

story-based activities and avatars that support

contextual learning (Chudhary et al., 2022). Thus,

the literature review demonstrates the diversity of

approaches in applying gamification across various

educational contexts.

4.1 Data Explanation: Gamification

Findings reveal that gamification consistently

exerts a positive effect on student engagement and

learning motivation, although its impact varies

significantly depending on the context and the

elements employed. In the meta-analysis

conducted by (Sailer & Homner, (2020),

gamification was found to have a small yet

significant effect on cognitive outcomes (

g = 0.49),

motivation (

g = 0.36), and behavioral outcomes

(

g = 0.25) in learning contexts. Other studies show

that the duration of intervention and the type of

game elements used are crucial factors influencing

the effectiveness of this strategy, with short-term

interventions yielding greater impacts compared to

long-term ones (Kim & Castelli, 2021). Therefore,

the success of gamification is highly dependent on

its design and the context in which it is

implemented.

4.2 Relation to the Research Problem:

Gamification

The description and explanation of the literature on

gamification demonstrate alignment with the

central issue of this study—namely, the

inconsistency of outcomes arising from the

implementation of gamification in early childhood

education (ECE). Variations in the design of game

elements, the duration of interventions, and the

media used have contributed to a fragmented

approach that has not yet been systematically

synthesized. These findings underscore the need

for a comprehensive study capable of consolidating

and re-evaluating the effectiveness of gamification

through data-driven and quantitative statistical

approaches, thereby providing practical guidelines

for ECE practitioners.

4.3 Data Description: Early Childhood

Education

The literature on early childhood education

emphasizes the importance of developmentally

appropriate learning that addresses cognitive,

emotional, social, and motor domains. In this

context, active and enjoyable learning approaches

are considered primary strategies in ECE practice

(Kareem & Khalid, 2024). A study by (Aldhilan et

al., 2024) involving ECE teachers in Saudi Arabia

found that gamification was positively received by

educators, as it enhanced student engagement—

particularly when accompanied by teacher training

and adequate resource support (Aldhilan et al.,

2024). This approach is well-suited to the

characteristics of young children, who naturally

learn through play and exploration.

4.4 Data Explanation: Early Childhood

Education

The collected data indicate that ECE requires

learning strategies that harmonize learning

objectives with play-based processes. Chudhary et

al. (2022) found that digital gamification

approaches improved learning autonomy and

academic outcomes among young learners,

provided that classroom management and

instructional design were well-implemented

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(Chudhary et al., 2022). Furthermore, game

elements in ECE must be age-appropriate and

aligned with children’s cognitive abilities to avoid

imposing excessive cognitive load (García et al.,

2021). Consequently, the implementation of

gamification in ECE should adopt a selective and

targeted approach.

4.5 Relation to the Research Problem:

Early Childhood Education

The literature on ECE highlights tangible

challenges in the application of gamification,

particularly regarding the appropriateness of game

elements for children’s developmental stages. This

reality corresponds to the main research problem,

as the diversity in gamification implementation

often fails to consider the unique characteristics of

ECE. As a result, outcomes are inconsistent, and

generalizations become difficult. Therefore, a

systematic framework is needed to evaluate the

effectiveness of gamification strategies that are

specifically designed for early childhood education

contexts

4.6 Data Description: Meta-Analysis

Meta-analysis has been widely used in education to

combine findings from multiple studies, yielding

more accurate estimates of effect sizes. Marín-Díaz

et al. (2020) found that gamification had a

significant positive effect on students’ academic

achievement across various educational levels,

including ECE, with a Hedges’ g of 0.72 (Marín-

Díaz et al., 2020). Meta-analysis also provides

insights into moderator variables such as age,

subject area, and the game elements applied in

individual studies. Other research similarly shows

consistent positive effects of gamification on

motivation and learning outcomes, with variations

depending on platform and instructional approach

(Zeng et al., 2024).

4.7 Data Explanation: Meta-Analysis

Meta-analysis offers greater statistical power for

drawing conclusions compared to single studies.

Research by Mula-Falcón et al. (2022) revealed

that gamification had a significant effect on

learning motivation (SMD = 0.51) and academic

performance (SMD = 0.89), albeit with high

heterogeneity across studies (Mula-Falcón et al.,

2022). Similarly, a study by Nadi-Ravandi &

Batooli, (2022), which analyzed over 300 articles,

demonstrated that meta-analysis can identify key

variables influencing effectiveness, such as media

type, educational level, and intervention duration

(Nadi-Ravandi & Batooli, 2022). These findings

illustrate the potential of meta-analysis as an

objective tool for elucidating the impact of

gamification in ECE.

4.8 Relationship to the Research

Problem: Meta-Analysis

The body of literature concerning meta-analytic

approaches is highly relevant to the focus and

urgency of this study. Inconsistencies and

fragmented approaches identified in previous

research can be consolidated and clarified through

the integrative strength of meta-analysis. This

method enables the identification of effective

elements as well as moderating factors in the

application of gamification strategies within early

childhood education. Consequently, the findings of

this study are expected to address the limitations of

prior evidence syntheses and make a significant

contribution to the development of evidence-based

policy in early childhood education.

5 DISCUSSION

5.1 Substantive Summary of Research

Finding

The synthesis of the reviewed literature indicates

that gamification strategies in the context of early

childhood education (ECE) generally exert a

positive impact on children’s motivation,

engagement, and learning outcomes. However,

such effectiveness is not uniform; it depends on the

specific game elements employed, the duration of

the intervention, and the alignment with children’s

developmental characteristics. Furthermore, the

meta-analytic approach reveals that shorter

interventions and the use of specific elements—

such as badges and challenges—are more effective

in fostering children’s engagement compared to

overly complex or prolonged approaches (Kim &

Castelli, 2021). In the ECE context, these findings

underscore the importance of tailoring

gamification design to children’s developmental

needs.

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241

5.2 Discursive Relationship with

Previous Research

This study both reinforces and addresses gaps left

unresolved by prior research, particularly those

relying on narrative or qualitative approaches. For

example, the study by (Alejandro Lorenzo-Lledó,

2023)emphasizes that gamification enhances

student motivation and collaboration, yet it does

not statistically quantify the magnitude of this

effect. Conversely, the meta-analysis conducted by

Marín-Díaz et al. (2020) reports an aggregate effect

size of Hedges’

g = 0.72, indicating a significant

impact of gamification on students’ academic

achievement. The distinct contribution of the

present study lies in its statistically rigorous

synthesis based on strict inclusion criteria within

the ECE context—an approach that remains scarce

in the existing literature.

5.3 Reflection on the Research

Objectives

The findings of this study directly reflect the

achievement of the three main objectives that were

initially set. The evaluation of gamification

effectiveness demonstrated a positive impact on

children’s learning outcomes and engagement,

although design adjustments are necessary to align

with the context of early childhood education

(ECE). Furthermore, the study successfully

identified the most effective gamification

elements—particularly narrative features, digital

rewards, and short-term challenges. These findings

support the formulation of evidence-based policies

aimed at enhancing the quality of early childhood

learning. In addition, moderators such as children’s

age and the duration of intervention were found to

play a significant role in optimizing the successful

implementation of this strategy (Kareem & Khalid,

2024).

5.4 Implications of the Findings

The results of this study have implications in three

key domains: instructional design, teacher training,

and educational policy development. First,

teachers and instructional designers must be able to

create game-based learning experiences that are

not only enjoyable but also grounded in valid

psychological and pedagogical frameworks.

Second, ECE teacher training programs should

incorporate an understanding of effective

gamification design aligned with the

developmental characteristics of young children.

Third, these findings can serve as a foundation for

educational policy considerations that encourage

measured and targeted technology-based

innovations in the field of ECE (Aldhilan et al.,

2024).

5.5 Analysis of the Reasons Behind the

Findings

Several factors explain why the study results

indicate a generally positive yet varied

effectiveness of gamification. One key reason is

the variation in the application of game elements,

which do not always take into account children’s

cognitive development and mental load. When

elements such as competition become overly

dominant, children may experience pressure that

disrupts the learning process (Sailer & Homner,

2020). Conversely, the use of engaging narratives

and immediate feedback has proven more

effective, as it fosters a learning atmosphere that

supports children’s flow and autonomy. Moreover,

overly lengthy or complex designs reduce

effectiveness, as they tend to cause boredom

among young learners (Kim & Castelli, 2021).

5.6 Action Recommendations Based on

the Findings

Based on these findings, the primary action needed is

the development of age- and context-specific

guidelines for implementing gamification in early

childhood education. These guidelines should include

recommendations on suitable game elements, ideal

duration, and technology platforms that are adaptive

to children’s limitations. Additionally, regular

teacher training programs should be developed to

enhance understanding of gamification design and its

classroom application. At the policy level, the

integration of gamification into the ECE curriculum

should be grounded in meta-analytical evidence to

ensure that it is not merely a trend but delivers

tangible benefits for early childhood learning (Brick

et al., 2020). Thus, the results of this study provide a

solid foundation for advancing more innovative and

evidence-based ECE teaching practices.

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6 CONCLUSIONS

6.1 Key Findings

One of the most surprising findings of this study is

that the effectiveness of gamification in early

childhood education is not determined by how

advanced or complex the technology is, but rather by

the alignment of game elements with children’s

psychological needs and developmental stages.

Simple elements such as a strong narrative, light

challenges, and immediate feedback proved to be

more impactful than overly complicated digital

applications. In fact, in several studies, gamification

designed with a contextual approach and based on

social interaction produced far better learning

outcomes than strategies relying on high-tech

solutions. This finding challenges the common

assumption that the success of gamification always

depends on digital innovation.

6.2 Theoretica and Practical

Contributions

This research makes significant contributions to

scientific development, both theoretically and

practically. Theoretically, it expands the

understanding of the interconnection between Self-

Determination Theory, Flow Theory, and the

effectiveness of gamification in the context of early

childhood education, while strengthening the use

of meta-analysis as a relevant synthesis method for

the fields of developmental psychology and

educational technology. Practically, this study

provides evidence-based guidelines for teachers,

curriculum designers, and policymakers to

implement gamification strategies effectively in

early childhood learning. The recommendations

produced in this study can also serve as a reference

for teacher training and the development of more

effective interactive learning media.

6.3 Limitations and Diretions for

Future Research

Although this study applied a rigorous and

systematic data synthesis approach, there are

limitations in the scope of available studies,

particularly the limited access to primary data from

local contexts in developing countries. This should

not be seen as a weakness, but rather as an

opportunity for further, more contextually relevant

studies involving data from more culturally and

geographically diverse populations. Future

research may adopt a mixed-methods approach to

combine the depth of qualitative analysis with the

statistical strength of meta-analysis. Moreover, it is

essential to further explore the long-term influence

of specific gamification elements through

longitudinal studies to assess their impact on

character building and learning resilience in

children over time.

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