Gamified Motivation Loops and Performance Gains in Secondary Learning

Abstract

This study examined how gamified motivation loops contributed to performance gains among secondary learners exposed to gamified instruction in Santo Tomas, Isabela. Using a prospective repeated-measures explanatory design, the research involved 120 Grade 9 and Grade 10 learners selected through criterion-stratified random sampling. Gamified motivation was measured across challenge activation, feedback immediacy, progress visibility, and re-engagement drive, while academic performance was assessed before and after a six-week instructional period. Data were analyzed using descriptive statistics, standardized within-participant effect size, and Generalized Estimating Equations with robust standard errors. Results showed that learners demonstrated generally strong gamified motivation, with re-engagement drive obtaining the highest mean and progress visibility the lowest. Academic performance increased from a baseline mean of 24.38 to a post-instruction mean of 28.50, producing a mean gain of 4.12 points and a substantial within-participant effect size of 0.91. The GEE model further revealed that re-engagement drive, feedback immediacy, and challenge activation significantly strengthened performance improvement, while progress visibility did not significantly predict gains. These findings indicate that gamified instruction was most effective when learners were encouraged to persist, received timely feedback, and encountered purposeful challenges. Greater attention should therefore be given to making progress indicators directly reflect academic mastery rather than game advancement alone.