An Exploration of Postgraduate Students’ Preferences for Game Mechanics in a Gamified Classroom

Although a thorough review of the literature shows that game mechanics can be a powerful tool for enhancing and promoting engagement, motivation, enjoyment, and learning achievement at the higher education institution level, few studies have examined whether gamification is appropriate for postgraduate students, as well as their attitudes towards a gamified classroom. This case study explored postgraduate students’ attitudes towards game mechanics and their impact on learning outcomes within a gamified classroom. While existing literature highlights the potential of game mechanics to enhance engagement, motivation, and achievement in higher education, limited research exists on their suitability for postgraduate students. Sixteen postgraduate students enrolled in the Master of Instructional Multimedia programme, specifically the Instructional Design and Delivery course, participated in the study. The study integrated quantitative analysis of questionnaire data, assessing student preferences for specific game mechanics (Challenges, Teams, Leaderboards, Badges, Level Points, and Experience Points), with qualitative insights gathered through semi-structured focus group interviews. Findings revealed that Challenges and Teams were the most preferred mechanics, valued for their engaging and collaborative nature. Interestingly, student focus on learning achievement points within the gamified system was less pronounced, suggesting a potentially higher intrinsic motivation in this postgraduate cohort. These results highlight the importance of tailoring game mechanics to the specific needs and motivations of postgraduate students to create more impactful and engaging learning experiences. The study found that Challenges and Teams, as well as Badges and Leaderboards, were the most popular game mechanics in the gamified classroom. Challenges were preferred by students because they were enjoyable, intriguing, and appealing due to the various levels of difficulty. In addition, the Challenges allowed students to demonstrate their comprehension by incorporating their higher-order thinking abilities (HOTA) into their studies. On the other hand, teamwork becomes their preferred option because they enjoyed collaborating with other students and sharing information and responsibilities. Leaderboards and Badges were the least popular because they detracted from their purpose. The findings imply that integrating certain game features can help postgraduate students have more interesting and meaningful experiences. These findings suggest that three-game mechanics greatly influenced postgraduate students’ attitudes in a gamified classroom, with Challenges, Teams, and Leaderboards ranking first, second, and third, respectively.