Do games and simulations improve learning & retention?
Short answer: Yes.
Meta-analyses and reviews show small-to-moderate positive effects of serious games and simulation-based learning on knowledge acquisition and retention versus conventional instruction.
References (APA) Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489–528. https://www.researchgate.net/publication/229876609_A_meta-analytic_examination_of_the_instructional_effectiveness_of_computer-based_simulation_games Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. eric.ed.gov/?id=EJ1008015
Serious-game meta-analyses show that game-based learning can reliably improve outcomes:
Wouters et al. (2013) report small-to-moderate gains in learning and retention, particularly when games include instructional support, which supports using brief scaffolds and post-session debriefs; similarly, Sitzmann (2011) finds that computer-based simulation games outperform many traditional methods on knowledge, self-efficacy, and retention, reinforcing the value of realistic, simulation-like cyber-threat scenarios.
Why gamification motivates: psychological mechanisms
Research frames gamification’s impact largely via motivation theories (notably Self-Determination Theory), and experimental work shows that gamified elements can increase engagement — but design matters. meaningful, competence-building tasks, allow teams to make tactical choices (autonomy), and include collaborative puzzles (relatedness). Avoid superficial point/leaderboard mechanics that don’t connect to learning goals.
References (APA) 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. https://selfdeterminationtheory.org
Self-Determination Theory (SDT) establishes autonomy, competence, and relatedness as essential psychological needs; designing game elements that support meaningful choice, clear challenge/feedback, and team interaction can strengthen intrinsic motivation (Deci & Ryan, 2000). Reviews of gamification research show mixed but generally positive effects, with outcomes depending on contextual fit and alignment between mechanics and user motivations (Hamari, Koivisto, & Sarsa, 2014). Experimental work further demonstrates that well-designed mechanics can satisfy psychological needs and increase engagement (Sailer et al., 2017). Together, these findings guide reward structures and collaborative tasks that reinforce motivation.
Additional local research
Spanish- and French-language reviews of gamification in education reach conclusions consistent with the broader international literature: studies from Spanish sources report increases in motivation, engagement, and participation when game mechanics align with learning goals and provide clear feedback, while French reviews and case studies likewise highlight gamification’s positive potential, noting that its impact depends heavily on thoughtful pedagogical design and integration rather than the mere addition of game elements.
German-language reviews reach similar conclusions: Schöbel’s dissertation shows that gamification can boost motivation and engagement in digital learning when aligned with learner needs and context, while reviews such as Gamification in der Hochschullehre report that, consistent with international meta-analyses, well-designed game elements can improve motivation and learning, though effects vary when the design fit is weak.
References (APA) Lavigne, M. (2023). Formes et sens de l’innovation éducative gamifiée : Une étude de cas : la plateforme Pix [Case study]. ISTE OpenScience. https://openscience.fr/IMG/pdf/iste_techinn23v8n3_2.pdf Beguin, E., Besnard, S., Cros, A., Joannes, B., Leclerc-Istria, O., Noël, A., Roels, N., Taleb, F., Thongphan, J., Alata, E., & Nicomette, V. (2019). Computer-security-oriented escape room. IEEE Security & Privacy, 17(4), 78–83. https://doi.org/10.1109/MSEC.2019.2912700 Álava, A. P. Z., Lucas Zambrano, M. D. L., Luque Alcívar, K. E., & Lucas-Zambrano, A. T. (2020). La gamificación: herramientas innovadoras para promover el aprendizaje autorregulado [Artículo]. Dominio de las Ciencias, 6(3, Especial), 349–369. https://dialnet.unirioja.es/descarga/articulo/8231614.pdf Schöbel, S. M. (2020). Exploring gamification in digital learning environments: Conceptual and empirical foundations for gamification designs (Doctoral dissertation, Universität Kassel). Kassel University Press. https://doi.org/10.17170/kobra-202010051886