Gamified Learning Platforms and Sustained Engagement Among Secondary School Students

Résumé

Gamified learning platforms are widely adopted in secondary education settings on the assumption that game-based elements sustain student engagement more effectively than conventional digital learning tools, yet evidence on longer-term engagement patterns beyond initial novelty periods remains mixed. This study examines engagement trajectories among secondary school students using a gamified mathematics platform over a full academic term, distinguishing initial engagement driven by novelty from sustained engagement patterns observable in later weeks. Combining platform usage analytics with periodic student surveys, we test whether specific gamification elements, including point systems, leaderboards, and narrative progression, differ in their association with sustained versus short-term engagement. Findings indicate that leaderboard-based competitive elements were strongly associated with initial engagement but showed declining association with continued use over the term, particularly among lower-performing students who reported discouragement from persistent low ranking. Narrative progression elements showed weaker initial engagement effects but more stable association with sustained use across the full observation period. These findings suggest that gamification design should differentiate between features optimized for initial adoption and those supporting durable engagement, with particular attention to competitive elements that may disengage lower-performing students over time.