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<p>Gamified e-learning tools are increasingly integrated into higher education, offering students a playful way to engage with and master complex concepts. Despite the growing presence of gamified e-learning tools in higher education, students’ reluctance to voluntarily engage with them remains a significant challenge, limiting their pedagogical impact. To date, empirical evidence on strategies to increase engagement with gamified tools remains scarce. This study addresses this gap by examining the effectiveness of nudging, a behavioural economics strategy, in promoting engagement with gamified learning tools. Through a controlled quasi-experimental design involving 1,014 first-year undergraduate students in an introductory accounting course, this study assessed the impact of a multi-nudge intervention (informational, reminder, and social comparison nudges) on both (1) initial adoption and (2) subsequent use of a gamified e-learning app. Employing a zero-inflated negative binomial regression model, the findings revealed that nudging significantly enhances user engagement, increasing the probability of initially adopting the gamified app, as well as significantly raising the number of questions played on the app. These findings suggest that external nudges can effectively address cognitive and motivational barriers, enhancing the educational potential of gamified tools. The study advances the emerging literature on nudging in gamified learning and provides practical insights for improving student engagement in voluntary gamified e-learning environments.</p>

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From Intention to Action: Nudging Initial Adoption and Subsequent Use of Gamified E-Learning Tools in Higher Education

  • 期刊论文

  • 发表日期：

    2025年11月24日

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  • Sara Wuyts,
  • Patricia Everaert,
  • Evelien Opdecam

摘要

Gamified e-learning tools are increasingly integrated into higher education, offering students a playful way to engage with and master complex concepts. Despite the growing presence of gamified e-learning tools in higher education, students’ reluctance to voluntarily engage with them remains a significant challenge, limiting their pedagogical impact. To date, empirical evidence on strategies to increase engagement with gamified tools remains scarce. This study addresses this gap by examining the effectiveness of nudging, a behavioural economics strategy, in promoting engagement with gamified learning tools. Through a controlled quasi-experimental design involving 1,014 first-year undergraduate students in an introductory accounting course, this study assessed the impact of a multi-nudge intervention (informational, reminder, and social comparison nudges) on both (1) initial adoption and (2) subsequent use of a gamified e-learning app. Employing a zero-inflated negative binomial regression model, the findings revealed that nudging significantly enhances user engagement, increasing the probability of initially adopting the gamified app, as well as significantly raising the number of questions played on the app. These findings suggest that external nudges can effectively address cognitive and motivational barriers, enhancing the educational potential of gamified tools. The study advances the emerging literature on nudging in gamified learning and provides practical insights for improving student engagement in voluntary gamified e-learning environments.