Gamification in education: Does it present risks to youth?
In today’s fast-paced and technology-driven world, capturing and maintaining the attention of youth can be challenging. How do we keep them focused and motivated to learn at school and home? We want children to be successful, and one way to promote this is through a gamified learning environment.
Gamification of learning is an educational method that integrates game elements and design principles into the learning process. This approach boosts engagement, motivation, and enjoyment, encouraging learners to continue their education. But there are potential consequences. Let’s explore the elements of gamified learning in more detail.
Skill-based versus chance-based gamification
Gamification of learning often incorporates two approaches — chance-based and skill-based methods, each engaging learners in unique ways. Chance-based methods, such as spinning wheels to award random bonuses or loot boxes offering mystery rewards, rely on randomness to keep learners intrigued and motivated. Skill-based methods focus on rewarding effort and mastery. These include level progression, where learners advance by completing tasks and honing skills; leaderboards that rank participants based on performance; timed challenges testing speed and accuracy; and puzzles that foster critical thinking and problem-solving.
While both tools enhance learning by increasing motivation, improving retention, and developing critical thinking skills1, chance-based mechanics may come with risks, such as fostering unhealthy behaviours or misconceptions about effort and reward.
As chance-based activities rely on randomness, learners may think progress and effort are disconnected and feel frustrated or disengaged. For high-performing learners or those who value fairness in assessment, the perception that success depends on chance rather than ability can demotivate them. Additionally, overemphasizing luck can take away from learning objectives, shifting the focus to "beating the odds" rather than gaining knowledge or skills.
Rewarding learning and progress based on skill helps learners build a growth mindset. Skill-based systems, such as answering questions correctly, consider effort and knowledge. However, chance-based activities, such as spinning a wheel for extra credits, are not necessarily connected with learning outcomes and can create a dependency on randomized rewards2. For example, features like loot boxes might contain “points” for progressing in a game or penalties like losing 50% of earned “points.” This introduces risk and reward, encouraging students to engage with the system but tying their progress to chance rather than effort or skill.
Blurring the lines between gambling and gaming in educational tools
Chance-based mechanics such as loot boxes can resemble gambling. The Youth Gambling Awareness Program (YGAP) defines gambling as risking something of value with an uncertain outcome. In educational tools, the value isn’t money — it’s progress, points, or achievements within the game. Some learning tools incorporate features like randomized card packs or mystery rewards, where students risk points or progress for the chance to earn a better reward. While the uncertain outcome may enhance engagement, it also introduces a gambling dynamic that may normalize risk-taking behaviours in impressionable learners.3
Chance-based strategies are like gambling in that they activate psychological triggers like the excitement of unpredictability. This stimulates the brain to release dopamine and create feelings of pleasure and euphoria, which can encourage and strengthen an addictive cycle.
Relying too much on chance-based activities can normalize gambling behaviours and increase the likelihood of youth gambling. Research shows that early exposure to gambling-like activities heightens the risk of developing gambling problems.4, 6 For instance, teens who play gambling-like games for points are more prone to experiencing gambling-related issues later in life.
Educational games increasingly use strategies found in gambling environments, raising concerns about their potential effects on learners. Features like lights, sounds, and animations in rewards or achievements closely resemble the sensory triggers used in casino games. These features create excitement and reinforce engagement, encouraging repeat participation. Studies have shown that this sensory feedback can stimulate reward pathways in the brain, potentially fostering addictive tendencies.5
Additionally, excessive screen time linked to educational games has been associated with shorter attention spans, reduced physical activity, and negative impacts on mental health. These possible effects suggest a need for cautious use of gamified elements in educational settings.
Recognizing the risks of chance-based activities
We encourage educators and caregivers to remember the potential negative effects of chance-based features in educational games. They can lead learners to prioritize game rewards over learning objectives and reduce the focus on gaining knowledge. The unpredictability of outcomes may cause frustration, anxiety, or disengagement, particularly when students feel their success is beyond their control.2
Too much focus on game mechanics, such as excessive strategizing or discussions about features like loot boxes, can further shift attention away from learning. Less student interest in non-gaming activities may indicate that gamified elements overshadow traditional educational engagement. What’s more, randomized rewards can introduce equity issues in the classroom by favouring certain students, fostering perceptions of unfairness and harming the overall learning environment.2
Reducing harm
To minimize the risks of chance-based gamification, it is essential to prioritize systems that reward skill and effort over randomness and allow learners to understand how their actions lead to outcomes.
Effective gamification should enhance and support the joy of learning and ensure that rewards complement rather than overshadow genuine curiosity and desire for knowledge. When students engage in learning through gamification, it’s important to keep the educational goals front and centre.
Visit YGAP’s website or contact a YGAP Youth Outreach Worker in your region if you would like to book a free workshop to learn more about gambling and gaming.
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1 Wulan, D. R., Nainggolan, D. M., Hidayat, Y., Rohman, T., & Fiyul, A. Y. (2024). Exploring the Benefits and Challenges of Gamification in Enhancing Student Learning Outcomes. Global International Journal of Innovative Research, 2(7). Retrieved from https://www.researchgate.net/publication/383602414_Exploring_the_Benefits_and_Challenges_of_Gamification_in_Enhancing_Student_Learning_Outcomes
2 King, Daniel L., and Paul H. Delfabbro. “Predatory Monetization Schemes in Video Games (e.g., ‘Loot Boxes’) and Internet Gaming Disorder.” Addiction, vol. 114, no. 11, 2019, pp. 1967–1969.
3 Zendle, D., Meyer, R., Waters, S., Cairns, P., & Ballou, N. (2019). The Prevalence of Loot Boxes in Mobile and Desktop Games. https://doi.org/10.31234/osf.io/mkhp2
4 Hing, N., Dittman, C. K., Russell, A. M., King, D. L., Rockloff, M., Browne, M., Newall, P., & Greer, N. (2022). Adolescents who play and spend money in simulated gambling games are at heightened risk of gambling problems. International Journal of Environmental Research and Public Health, 19(17), 10652. https://doi.org/10.3390/ijerph191710652
5 Griffiths, M. (2016). Problem gambling and gambling addiction are not the same. Journal of Addiction and Dependence, 2(1), 1–3. https://doi.org/10.15436/2471-061x.16.014
6 Zendle, D., & Cairns, P. (2018). Video game loot boxes are linked to problem gambling: Results of a large-scale survey. PLOS ONE, 13(11). https://doi.org/10.1371/journal.pone.0206767
