Basic psychological need satisfaction and student engagement in learning: The role of gamification in education

Abstract

This study examines the impact of gamification on learning engagement and the fulfilment of essential psychological needs—autonomy, competence, and relatedness—among university students in Vietnam's post-COVID-19 educational environment. Gamification, achieved through integrating of game-like elements such as rewards, challenges, and point systems into academic activities, has effectively boosted student motivation and participation. The research uses structural equation modelling (SEM) to analyze data collected from 512 university students in Hanoi and Ho Chi Minh City, providing insights into how gamified learning strategies influence engagement and psychological satisfaction. The study's findings reveal that gamification not only strengthens learning engagement but also significantly contributes to meeting students' psychological needs. Specifically, gamification enhances students' sense of competence, fostering greater confidence in their academic abilities. However, it also highlights a possible limitation: while gamification can positively impact individual motivation, it may reduce the level of social connectedness among students and with the learning community. This decrease in relatedness may create a sense of isolation within the classroom dynamic, which could impact collaborative learning and peer support. These results offer valuable guidance for educational administrators and instructors implementing gamification-based teaching strategies. By understanding both the positive impacts and potential challenges of gamification, educators can design balanced, gamified learning environments that optimize student engagement while maintaining a supportive social structure. This study provides practical recommendations for enhancing student motivation, engagement, and academic success in the post-pandemic educational landscape of Vietnam.