The Effectiveness of Gamification on Learning, Cognitive Load, and Academic Motivation of Primary School Beginners in Persian Alphabet Instruction

Document Type : Original Article

Authors

1 Master’s degree in Educational Technology , Islamic Azad University, Kermanshah, Iran.

2 Department of Educational Governance and Human Capital , Ker.C., Islamic Azad University, Kermanshah, Iran

10.48310/reek.2026.5201

Abstract

Background and Objectives: Given challenges such as declining motivation and difficulties in teaching fundamental Persian language skills, gamification has gained attention as an interactive approach. This study aimed to examine the effectiveness of a researcher-developed gamification system on Persian alphabet learning, cognitive load, and academic motivation among first-grade elementary school students during the 2024–2025 academic year.
Method: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of first-grade students in public elementary schools in Kermanshah. Using multistage random sampling, 30 students were selected and randomly assigned to experimental and control groups. The educational intervention was implemented in the experimental group over 8 weeks (24 sessions) using researcher-developed gamification software, while the control group received traditional instruction. Data were collected using a researcher-developed alphabet learning test, the Paas single-item cognitive load scale, and an academic motivation questionnaire adapted from Harter. Data were analyzed using SPSS version 27 and multivariate analysis of variance (MANOVA), independent-samples t-test, and univariate analysis of covariance (ANCOVA).
Findings: The results of MANOVA showed that gamification-based instruction significantly improved the learning components of phoneme recognition and blending, word formation, and reading in the experimental group at the posttest. In addition, the independent-samples t-test indicated that the mean cognitive load was significantly lower in the experimental group than in the control group. The results of univariate ANCOVA, controlling for the pretest effect, also showed significant increases in intrinsic motivation, extrinsic motivation, and participation in the experimental group.
Conclusion: The findings indicate that gamification is an integrative approach to teaching basic literacy skills. It enhances alphabet learning through the synergy of cognitive and motivational mechanisms. The findings may provide a practical basis for digital content designers to develop innovative learning environments in elementary education.

Keywords

References

Akhmadalieva, D. R. (2023). Using gamification in English lessons. Mental Enlightenment Scientific-Methodological Journal, 4(03), 8-13. https://doi.org/10.37547/mesmj-V4-I3-02
Allehyani, F. (2025). Investigating the impact of artificial intelligence-powered gamification on Saudi EFL learners’ cognitive load, motivation, and long-term retention: An experimental mixed methods study. Computer-Assisted Language Learning Electronic Journal, 26(7), 187–210. https://callej.org/index.php/journal/article/view/798
Al-Khresheh, M. H. (2025). The cognitive and motivational benefits of gamification in English language learning: A systematic review. The Open Psychology Journal, 18(1). DOI: 10.2174/0118743501359379250305083002
Almelhes, S. A. (2024, March). Gamification for teaching the Arabic language to non-native speakers: a systematic literature review. In Frontiers in Education (Vol. 9, p. 1371955). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1371955
Baah, C., Govender, I., & Subramaniam, P. R. (2024). Enhancing learning engagement: A study on gamification’s influence on motivation and cognitive load. Education Sciences, 14(10), 1115. https://doi.org/10.3390/educsci14101115
Baghdadi, M., Ahmadbeygi, F., & Radan, M. (2022). The effect of educational games in Virtualeducation on increasing the learning of Persian alphabet in first grade elementary school students. Trancendent Education, 2(2), 59-71. DOI:10.30495/ee.2022.1950676.1060 [In Persian]
Bang, H. J., & Siebert-Evenstone, A. (2025). Evaluation of a personalized game-based learning app for developing young children's reading skills. Journal of Educational Technology Systems, 54(1), 88-118. https://doi.org/10.1177/00472395251337095
Bani Amarian, S.,  &  Esmaili,  S. (2021). The role of gamification in learning. Educational Psychology, 17(62), 107–130. https://doi.org/10.22054/jep.2022.58370.3266 [In Persian]
Bhandari, M., & Dorji, K. (2025). Enhancing alphabet learning of pre-primary students through multisensory approach. Asian Journal of Education and Social Studies, 51(5), 355-66. https://doi.org/10.9734/ajess/2025/v51i51924
Cavus, N., Ibrahim, I., Ogbonna Okonkwo, M. O., Bode Ayansina, N. B., & Modupeola, T. (2023). The effects of gamification in education: A systematic literature review. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 14(2), 211-241. https://brain.edusoft.ro/index.php/brain/article/view/1403
Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990, p. 1). New York: Harper & Row.
Christopoulos, A., & Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223-1243. https://doi.org/10.3390/encyclopedia3040089
Coelho, F., Rando, B., Aparício, D., Pontífice-Sousa, P., Gonçalves, D., & Abreu, A. M. (2025). The impact of educational gamification on cognition, emotions, and motivation: a randomized controlled trial. Journal of Computers in Education, 1-48. https://doi.org/10.1007/s40692-025-00366-x
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7
Dudok, F., & Pigniczki-Kovács, E. (2023). Education for sustainability through gamification. Acta Cultura et Paedagogicae, 3(1), 61-74. DOI:10.15170/ACEP.2023.01.04
Ebrahimi,  A., &  Bagheri,  M. (2024). The effect of gamification on academic motivation and students’ performance in virtual classes. New Educational Thoughts Quarterly, 20(1), 7–20. https://doi.org/10.22051/JONTOE.2022.38773.3567 [In Persian]
Fallah Tafti,  S.,  Hemati,  F.,  Foroutani,  F.,  &  Hakimi,  J.  Al‑Sadat. (2022). The effect of gamification on students’ teaching and learning. New Research Approaches in Management and Accounting, 6(21). https://majournal.ir/index.php/ma/article/view/1447 [In Persian]
George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference 17.0 update (10th ed.). Pearson, Boston.
Ghorbani,  S.,  Ali‑Nezhad,  B.,  &  Barati,  H. (2019). A comparison between traditional Persian alphabet instruction and phonetic‑based instruction and its effect on reading skills of adult non‑Persian speakers. Persian Language Teaching Research Journal, 8(2 [18]). https://sid.ir/paper/399011/fa [In Persian]
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300–312. https://doi.org/10.1037/0012-1649.17.3.300
JafarKhani,  F.,  Rezae Rad,  M.,  &  Mogheysi,  D. (2024). Emotion‑scaffolded game‑based instructional design and its effect on students’ academic performance. Research and Innovation in Elementary Education Quarterly,  6(12),  1–17. https://doi.org/10.48310/reek.2024.16802.1348 [In Persian]
Jun, M., & Lucas, T. (2024). Gamification elements and their impacts on education: A review. Multidisciplinary Reviews. https://doi.org/10.31893/multirev.2025155
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). The Guilford Press.
Li, L., & Sun, Q. (2023, April). Research on gamification learning model based on the flow theory. In 2023 5th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 93-96). IEEE. 10.1109/CSTE59648.2023.00023
Liu, D. (2024). The effects of segmentation on cognitive load, vocabulary learning and retention, and reading comprehension in a multimedia learning environment. BMC psychology, 12(1), 4. https://doi.org/10.1186/s40359-023-01489-5
Ljubojević, M., Savić, M., Mijić, D., & Vico, G. (2025). Improving the efficiency of multimedia learning and the quality of experience by reducing cognitive load. Applied Sciences, 15(3), 1054. https://doi.org/10.3390/app15031054
Lorenzo-Lledó, A., Pérez-Vázquez, E., Andreu, E., & Lorenzo, G. (2023). Application of gamification in early childhood education and primary education: Thematic analysis. https://doi.org/10.47197/retos.v50.97366
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316941355
Metwally, A. H. S., Huang, R., Palomino, P. T., & Yousef, A. M. F. (2024). The effect of micro gamified online homework on gameful experience, intrinsic motivation, engagement, and cognitive load. Education and Information Technologies, 29(18), 24489–24523. https://doi.org/10.1007/s10639-024-12750-8
Mirjahan, Z. (2025). Gamification in education. The latest pedagogical and psychological innovations in education, 2(1), 73-77. https://incop.org/index.php/th/article/view/564
Moradi,  R.,  &  Seyareh,  H. (2024). The effectiveness of gamification‑based training in distinguishing Persian signs on immersion and academic engagement of bilingual first‑graders. Teaching Persian to Speakers of Other Languages,  13(1),  205–225. https://doi.org/10.30479/jtpsol.2025.20825.1677 [In Persian]
Nkurunziza, S. (2024). The role of phonological awareness in early reading development. European Journal of Linguistics, 3(3), 15–26. https://doi.org/10.47941/ejl.2051
Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Educational Psychology, 84(4), 429–434. https://doi.org/10.1037/0022-0663.84.4.429
Paas, F. G., Van Merriënboer, J. J., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and motor skills, 79(1), 419-430. DOI: 10.2466/pms.1994.79.1.419
Polat, E. (2023). Gamification implementation for educational purposes: A scoping review (2013-2018). Educational Technology Quarterly, 2023(3), 367-400. https://doi.org/10.55056/etq.589
Qudsi, H. (2024). Gamification in education: Boosting student engagement and learning outcomes. ShodhKosh: Journal of Visual and Performing Arts, 5(4). DOI: 10.29121/shodhkosh.v5.i4.2024.2542
Romero, G. E. P., Díaz, K. M. C., Criollo, J. C. B., Llerena, E. A. A., Ochoa, G. E. C., & Reyes, B. R. R. (2024). La gamificación en la educación: beneficios, limitaciones y mejores prácticas: Gamification in education: benefits, limitations, and best practices. Revista Científica Multidisciplinar G-nerando, 5(2), ág-2349. https://revista.gnerando.org/revista/index.php/RCMG/article/view/371
Salimi,  A.,  &  Zangeneh,  H. (2022). The effect of gamification on vocabulary learning of English as a second language among fifth‑grade elementary students. Educational Technology, 16(4), 723–734. https://doi.org/10.22061/tej.2022.8550.2686 [In Persian]
Shivelson, R. (2016). Statistical reasoning in the behavioral sciences (A. Kiamanesh, Trans.). Tehran: Jahad Daneshgahi, Allameh Tabataba'i University Branch. [In Persian]
Suwandani, L, Sunyono (2024). Analysis of the role of gamification in education: Its impact on student motivation. Proceedings of International Conference on Education. https://doi.org/10.32672/pice.v2i1.1332
Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tabnak,  M.,  &  Hosseini,  S.  Y. (2021). Explaining the role of gamification in assessing systemic thinking. Strategic Management Studies, 12(45), 119–138. 20.1001.1.22286853.1400.12.45.7.1 [In Persian]
Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471
 
Research and Innovation in Primary Education
Volume 8, Issue 3
October 2026
Pages 225-248

Files

Share

How to cite

Statistics