Effect Gamification on Efficiency: An Analysis
Research Article
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Effect Gamification on Efficiency: An Analysis

Beilin Han 1*
1 Shanghai Shangde Experimental School, Shanghai, China, 201315
*Corresponding author: Luke3oo0@163.com
Published on 20 July 2025
Volume Cover
ACE Vol.175
ISSN (Print): 2755-273X
ISSN (Online): 2755-2721
ISBN (Print): 978-1-80590-237-9
ISBN (Online): 978-1-80590-238-6
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Abstract

Gamification refers to the application of game - design elements in non - game contexts. It has become popular in fields such as education and business because it has the potential to improve efficiency. This paper critically analyzes the impact of gamification on efficiency, covering both its strengths and limitations. The analysis in this essay is based on literature reviews, sources range from academic papers to well-known real-life examples like the popular language learning app Duolingo. Studies finds that gamification can increase efficiency by enhancing motivation, interactivity, and attention on task, but they also reveal that poorly designed gamification strategies may undermine intrinsic motivation, distract users from core goals, and even induce addiction. The essay concludes that the effectiveness of gamification depends on careful implementation aligned with psychological principles and user context., otherwise it may lead to adverse effects such as distractions and misled goals. In order to successfully use gamification as a tool, practitioners need to fully understand its nature.

Keywords:

gamification, efficiency, gamification strategies, motivation

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Han,B. (2025). Effect Gamification on Efficiency: An Analysis. Applied and Computational Engineering,175,37-41.

References

[1]. Prince, M. (2013). Game on: Can gamification enhance productivity? Journal of Organizational Behavior, 34(1), 1–10. https: //pmc.ncbi.nlm.nih.gov/articles/PMC10905147

[2]. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15).

[3]. Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.

[4]. Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PLoS ONE, 12(3), e0173403. https: //doi.org/10.1371/journal.pone.0173403

[5]. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https: //doi.org/10.1037/0033-2909.125.6.627

[6]. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137. https: //doi.org/10.1037/h0035519: contentReference [oaicite: 28]{index=28}

[7]. Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https: //doi.org/10.1016/j.chb.2016.12.033

[8]. Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525–534. https: //doi.org/10.1016/j.chb.2015.08.048

[9]. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https: //doi.org/10.1016/j.compedu.2012.12.020, https: //doi.org/10.1145/2181037.2181040

[10]. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

[11]. Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https: //doi.org/10.1016/j.ijhcs.2014.09.006, https: //doi.org/10.1207/S15327965PLI1104_01

[12]. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https: //doi.org/10.1016/j.compedu.2014.08.019

[13]. King, D. L., Delfabbro, P. H., & Griffiths, M. D. (2010). Video game structural characteristics: A new psychological taxonomy. International Journal of Mental Health and Addiction, 8(1), 90–106. https: //doi.org/10.1007/s11469-009-9206-4

References

[1]. Prince, M. (2013). Game on: Can gamification enhance productivity? Journal of Organizational Behavior, 34(1), 1–10. https: //pmc.ncbi.nlm.nih.gov/articles/PMC10905147

[2]. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15).

[3]. Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.

[4]. Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PLoS ONE, 12(3), e0173403. https: //doi.org/10.1371/journal.pone.0173403

[5]. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https: //doi.org/10.1037/0033-2909.125.6.627

[6]. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137. https: //doi.org/10.1037/h0035519: contentReference [oaicite: 28]{index=28}

[7]. Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https: //doi.org/10.1016/j.chb.2016.12.033

[8]. Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525–534. https: //doi.org/10.1016/j.chb.2015.08.048

[9]. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https: //doi.org/10.1016/j.compedu.2012.12.020, https: //doi.org/10.1145/2181037.2181040

[10]. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

[11]. Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https: //doi.org/10.1016/j.ijhcs.2014.09.006, https: //doi.org/10.1207/S15327965PLI1104_01

[12]. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https: //doi.org/10.1016/j.compedu.2014.08.019

[13]. King, D. L., Delfabbro, P. H., & Griffiths, M. D. (2010). Video game structural characteristics: A new psychological taxonomy. International Journal of Mental Health and Addiction, 8(1), 90–106. https: //doi.org/10.1007/s11469-009-9206-4

Cite this article

Han,B. (2025). Effect Gamification on Efficiency: An Analysis. Applied and Computational Engineering,175,37-41.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Volume title: Proceedings of CONF-CDS 2025 Symposium: Application of Machine Learning in Engineering

ISBN: 978-1-80590-237-9(Print) / 978-1-80590-238-6(Online)
Editor: Marwan Omar, Mian Umer Shafiq
Conference website: https://www.confcds.org
Conference date: 19 August 2025
Series: Applied and Computational Engineering
Volume number: Vol.175
ISSN: 2755-2721(Print) / 2755-273X(Online)

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