Integrating Serious Games and Gamification for Diverse Learner Groups: Lessons from the “GeoGecko” Project

Abstract

The “GeoGecko” project stands as an innovative effort in both technical and educational advancements, focusing on creating educational materials grounded in experiential learning principles with a strong gamification framework. This report provides a detailed account of the project’s development, leveraging e-learning components to create an engaging and immersive online program specifically designed to meet the expectations and needs of today’s high school and university students. Through a structured methodology, the study implemented gamified learning elements to assess their effectiveness. In addition to describing the development of the project, it also examines the teaching methods applied and the outcomes observed. Drawing on feedback from learners, the report highlights the program’s practical impact, effectiveness, and the lessons learned during its implementation. Results indicate that the platform successfully enhances student motivation, with higher engagement levels observed among younger participants compared to older learners. By sharing these insights, the “GeoGecko” project aims to contribute to the growing body of knowledge on integrating serious games and gamification into education.

1. Introduction

The purpose of this project report is to explore the design, implementation, and evaluation of a gamified online learning platform to enhance engagement and motivation among diverse learner groups, specifically high school and university students. This study aims to address the following research questions:

• To what extent is the gamified learning approach effective in attracting and retaining high school and university students? (RQ1)
• In what ways do conceptions and ease of use of gamified content vary, if at all, between age groups? (RQ2)
• To tailor gamification strategies for the needs of varied learners, what are the ways to ensure that strategies and modalities are inclusive, adaptive, and of benefit to different learners? (RQ3)

Digital skills are becoming increasingly essential for the future (Ala-Mutka, 2011; Molnar, 2017; Trilling & Fadel, 2009). Therefore, integrating the development of these competencies into the teaching and learning process is critical. Today’s youth show not only greater interest but also heightened motivation when engaging with ICT-supported learning tools, which positively influences their academic performance (Guana-Moya et al., 2024). Game-based online education—incorporating educational learning objects and elements like badges, points, and leaderboards—has the potential to boost motivation (Leitao et al., 2022; Toldi, 2024).

Creating effective online education requires a solid grounding in fundamental methodological principles to ensure a high standard of quality and efficiency. The online education systems, platforms, and course materials developed therefore should follow core principles:

• Content should be structured in a way that is clear and easy to navigate, enabling students to easily resume their studies right from where they paused;
• Course management practices should be consistent across all online offerings to create a unified learning experience;
• Content delivery is organized around a logical sequence: Explanation, Demonstration, and Assessment;
• Materials should be designed to be suitable for evaluation and allow for periodic assessment to support ongoing learning;
• High value is placed on the instructor’s active presence and expertise within the course; importantly, the same instructor teaching a subject in person is also responsible for assessing students’ understanding in the online version;
• Collaboration tools that promote teamwork and interaction are integrated into the platform;
• Practical examples are carefully selected to be clear and relatable for the intended audience;
• Communication channels should be readily accessible for connecting with both the course instructor and fellow students;
• Visual design elements reflect the university’s brand identity, reinforcing a cohesive look across online courses.

Following these principles, providing quality and effective online education for learners of all ages is guaranteed. Course materials are regularly reviewed and refined in response to both teaching experiences and feedback from students, ensuring that they remain relevant and valuable.

A middle-sized university, located in Central and Eastern Europe (hereinafter referred to as CEE university), has been integrating online courses into its curriculum for nearly 15 years. After a thorough review of various international e-learning methods and leveraging a favorable regional position, a decision was made to strategically expand and continuously enhance online education capabilities, complementing established traditional, face-to-face teaching infrastructure. This effort aims to create beneficial learning opportunities for both distance-learning students and international participants.

In 2021, CEE university merged with a vocational school, bringing the secondary educational institution into the university’s structure. This integration created numerous opportunities for synergy, making it possible to guide students’ academic progression smoothly from secondary education to higher education qualifications. This merger also influenced the sharing and development of online course materials. With the inclusion of a younger age group, a new approach to existing online content became necessary. While traditional in-person classes remain essential for secondary students, the COVID-19 pandemic underscored both the demand for and the effectiveness of online learning solutions. With these educational needs and objectives in mind, the “GeoGecko” project was launched to introduce an experiential, remotely accessible online education program grounded in gamification.

Gamification, defined as the application of game-like elements to non-game environments, has become increasingly popular in educational settings. Introduced to educational research in the 2000s, gamification has demonstrated potential in fostering engagement, motivation, and active participation among learners (Deterding et al., 2011; Kapp, 2012). Distinct from game-based learning, which uses full-fledged games to impart knowledge, gamification incorporates select game elements—like points, levels, and leaderboards—into educational frameworks to enhance learning experiences and outcomes (Seaborn & Fels, 2015).

Research has shown that gamification can significantly increase both student motivation and their interaction with course content. When students see progress through points or levels, for instance, they often feel more driven to stay engaged (Jaramillo-Mediavilla et al., 2024). This motivation can be intrinsic, where the learning itself feels rewarding, or extrinsic, fueled by rewards and recognition that inspire them to keep going (Lopez-Navarro et al., 2023; Sailer et al., 2017; Alsawaier, 2018).

Gamification also excels at simplifying complex topics, making them more tractable and interesting to students (Jaramillo-Mediavilla et al., 2024). Instant feedback and progress tracking, for example, give students a good sense of where they are strong and where they need to catch up, and learning in this way can feel more organized and feasible (Zainuddin et al., 2020). More than that, a gamified environment motivates students to cooperate and nurture a classroom culture that facilitates teamwork and communication (Buckley & Doyle, 2016).

The effectiveness of gamification, though, does not look the same for everyone. Younger students often adapt easily, likely because these elements mirror digital environments they are used to outside of school. In contrast, older students may approach gamified methods with more varied expectations, needing a bit more time to adjust (Landers, 2014; Sailer et al., 2017). Research suggests that customizing gamified content to suit different age groups and backgrounds can help make it more effective and engaging across the board (Dichev & Dicheva, 2017).

2. Methods and Objectives

2.1. Educational Objectives and Course Design Principles

In order to address the aforementioned research questions, this study adopted a multi-stage design that involved the construction of a gamified learning environment, the iterative refinement integrating the educational theory, and the analysis of learner response based on feedback. Specific aims included the testing of the usability of the platform and of the engagement effects, as well as the suitability to use the platform for various age groups.

A core foundation of the “GeoGecko” project is to establish a learning environment grounded in experiential and phenomenon-based learning. Rooted in constructivist theory (Taber, 2011; Symeonidis & Schwarz, 2016), phenomenon-based learning emphasizes a learner-centered approach, problem-solving environments (Hmelo-Silver, 2004; Kilroy, 2004), and activity-based learning that promotes discovery and comprehension (Hakkarainen, 2003; Muukkonen et al., 1999), with the teacher serving as a facilitator in the learning process (Silander, 2023). The aim is to engage students actively, as active participation is believed to lead to better learning outcomes, supporting knowledge construction and fostering motivation through understanding (de Jong, 2002).

With a strong focus on experiential learning, the course materials have been designed to meet both general expectations and age-specific needs, including:

• Considering age-related characteristics in the course materials, such as:
• Accessibility on various web-based platforms and “smart” devices;
• Visually appealing and engaging graphic elements;
• Instant feedback options to help sustain motivation;
• Integration of humorous and captivating elements alongside educational content.
• Selecting a relevant, current topic for course materials. Environmental conservation was chosen as it is both timely and essential, offering crucial information applicable to all learners;
• Incorporating effective, established learning objects, such as assessment opportunities and video-based informational content;
• Utilizing game-based learning elements, including “levels”, a unique scoring system, and rewards tied to performance.

These guiding principles have directed the course development process. The main goal is to create an innovative type of digital, video-based educational material that embraces the principles of enjoyable learning while meeting the learning and entertainment needs of modern learners. The development focuses on applying experiential learning and gamification principles effectively.

2.2. Learning Environment and Gamified Course Design

The “GeoGecko” platform was developed as an interactive educational environment designed to enhance engagement through gamification and structured content delivery. It allows for the integration of existing digital learning materials, replacing traditional multimedia-based content with gamified elements. The platform’s initial implementation focused on universally relevant topics such as sustainability and environmental protection. Moving forward, the flexibility of this approach allows for gamification-based content delivery to be adapted to different age groups and subject areas.

Access to the course materials is provided through a custom framework developed specifically for this program. After registering and submitting basic information, users gain immediate access to the online course materials, which are formatted according to the SCORM standard. When launched for the first time, the course opens in a new window, as illustrated in Figure 1.

The course content incorporates elements similar to those found in computer games, allowing learners to navigate challenges with a small avatar. The setting and terrain are designed to encourage exploration, providing an engaging environment. As users move through various locations, they come across markers and tools that enrich the experience. To maintain engagement, several features are in place to track progress. Students can monitor the points they can earn during learning activities, as well as the points they have already collected. A virtual backpack feature keeps the “player” updated on their accumulated points.

Based on the points (or coins) earned, students can unlock new levels and participate in short games designed to boost motivation and competitiveness, all of which support the learning process. To participate, students must not only review and understand informational blocks but also successfully answer test questions that assess their learning. Typically, completing a set of test questions (4–5 questions per set) rewards a coin only when all answers are correct, and these coins are essential for advancing through the course. At the start of the game-based course, students are introduced to these rules through a short video and an infographic.

The course materials offer educational content that supports visualization, comprehension, and understanding relationships. Participants encounter the following learning objects (Figure 2):

• Video;
• Presentation;
• Animation tasks;
• Images, infographics;
• Textual elements;
• Test questions.

Tailored communication that resonates with the intended age group, recurring humor, and numerous interactive items are all essential to this learning program. Following the introductory section, students gain control over a larger, more dynamic vehicle within the avatar system, which adds a layer of excitement and makes the experience even more engaging. This faster vehicle requires a bit of skill to maneuver, enhancing the thrill of exploration. As students navigate, they encounter new tasks, challenges, and landscapes, with interactive objects and even some simulated traffic—each providing fresh challenges, educational content, and sources of humor (see Figure 3).

The course content is both timely and impactful, addressing vital topics that hold significance for individuals and society alike. Environmental protection and sustainable development are increasingly prominent issues in today’s world, with growing calls for concrete actions (Senka et al., 2024; Tsalapatas et al., 2023). While the primary goal of this course is to introduce students to these important subjects, the materials are accessible and useful for learners across different age groups. The course guides participants through the following areas by integrating tasks and game-based elements:

• Environmental impact of energy production;
• Greenhouse gas emissions;
• Fuel production processes;
• Renewable energy production;
• Wind power;
• Solar energy plants;
• The effects of paper production on nature;
• Waste management practices;
• The principles of circular economy;
• Greener fuel options.

The engaging nature of this online learning experience stems not only from the specialized design of the SCORM package but also from the competitive atmosphere it fosters, the varied information provided in reports, and real-time feedback from the system. This entire process is built around fundamental learning tools, culminating in course completion, coin collection through quizzes, and ultimately the awarding of a certificate (see Figure 4). The “GeoGecko” learning experience is well suited to supplement any educational program, organized academic competition, or smaller group challenges.

3. Results

The “GeoGecko” game-based educational platform was tested among its target audiences—both high school and university students—during development to ensure a comprehensive assessment. To evaluate the platform’s effectiveness, participants were given a questionnaire with rating scales, allowing them to share their experiences and insights on the game-based online learning approach.

The research focused on several key aspects of the platform: usability of the learning material (including ease of navigation and overall clarity), the appeal of the graphic design, and the acceptance of game-based learning as an educational method. Testing among high school students took place during regular school sessions, within individual classroom activities. During the evaluation, a focused environment was provided with adequate infrastructure to support engagement. Participants were chosen on a voluntary basis by the school administration with no prior knowledge or preconditions. No consideration was given to background, interests, or IT proficiency. They accessed the “GeoGecko” platform through a dedicated Moodle system designed specifically for this purpose. All participants registered independently before logging in and engaging with the online learning content; 33 high school students participated, 6 female and 27 male. The high school participants ranged in age from 14 to 18.

In the second phase, testing was conducted with university students, focusing on the same themes and questions as in the previous round. All university participants were enrolled in a teacher training program and were studying part-time, often alongside employment. This group tested the “GeoGecko” game-based learning platform independently, within the context of their “Digital Pedagogy” course. They also accessed the “GeoGecko” platform via the dedicated Moodle system, registering independently before logging in. In contrast to the high school group, the engagement of the university students with the platform was methodologically integrated into their coursework, providing a structured learning experience. All the enrolled students of the course tested the gamified learning platform at home and submitted their feedback anonymously via an online form. After the testing phase, a methodological evaluation of the program was conducted in the classroom. Regarding the composition of the university group, 14 university students participated in the testing, 2 female and 12 male; 84% of participants were over 35 years old, while 14% were younger but still above 21.

Although the sample sizes are not equal, and the gender distribution is uneven, the study still provides valuable insights. The goal was not to generalize but to explore engagement, usability, and age-related differences in gamification perception. Since both groups tested the same system under similar conditions, their answers provide a relevant comparison. Although the findings are informative, future studies with larger and more balanced samples could validate these answers.

Before testing, the assumption was made that age would significantly influence participants’ acceptance or rejection of the teaching method. During the testing phase, both student groups were assigned identical tasks and started by completing the same structured questionnaire, designed to capture a range of feedback on their experience with the “GeoGecko” platform. The questionnaire aimed to gather both quantitative data, using a six-point Likert scale, and qualitative insights through open-ended sections for additional comments. The implementation of a Likert scale aimed to quantify participants’ levels of satisfaction and engagement across various dimensions, enabling comparative analysis between different target groups.

The study focused on the following key aspects, each of which provides insights into the research questions identified earlier:

• Effectiveness of the teaching method, indicating how well the gamified approach engages students and supports retention (RQ1);
• Willingness to learn through this kind of gamified approach, indicating the motivation of students (RQ1);
• Experience of controlling the vehicle in the “GeoGecko” course, evaluating usability differences across age groups (RQ2);
• Experience of controlling the character (avatar) in the “GeoGecko” course, further examining how students interact with gamified elements (RQ2);
• Quality of user guidance, assessing how well students of different age groups understand the instructions and can navigate the platform (RQ2);
• Quality of graphic design, considering its role in inclusivity, engagement, and adaptability for different learners (RQ3);
• Suitability of registration/course material launch, indicating accessibility and ease of use across varied student demographics (RQ3).

By combining both numerical ratings and open-ended feedback, a well-rounded view of participants’ experiences were gained. The following analysis presents the average ratings and the variability (standard deviation) of responses across the different target groups, helping to identify key strengths as well as areas where there is room for improvement.

In the first topic, participants were asked to evaluate the effectiveness of the educational method used in testing—specifically, the application of gamification in an online learning environment. The underlying assumption for this question was that the younger generation would be more inclined to appreciate game-based educational content. The results are illustrated in Figure 5.

The results show that both test groups rated the educational method in “GeoGecko” as similarly effective. However, there was a notable difference in response variability: while the younger group gave fairly consistent ratings, the older participants’ ratings showed a much wider spread. The wider range of the older respondents suggests different levels of acceptance or comfort with gamified learning among this demographic group. Older participants may also have mixed opinions on game-based methods, as they might appreciate the novelty or engagement potential of games and gamification but not be used to learning in this way. In any case, the effectiveness of gamified learning may be influenced by personal learning preferences and familiarity with digital tools.

After assessing perceived effectiveness, the next step involved examining participants’ willingness to engage in game-based learning. Similar to the previous question, a notable difference was anticipated based on age characteristics. The results (see Figure 6), though not definitive, show a slight trend supporting the assumption. High school students expressed a greater willingness to learn through the introduced method, with their responses also showing little variation.

The consistency among the younger group suggests that gamification fits well with their learning preferences and familiarity with interactive digital environments. The older group had a bigger range of interest levels, indicating a mix of being excited about new approaches and preferring traditional methods. This shows that gamification works well with a younger audience, so educational strategies that incorporate game elements might be more effective with this demographic.

In addition to educational and methodological feedback, participants were also asked to share their thoughts on the usability of the platform. In game-based educational content, clear and consistent navigation is crucial, as it significantly impacts usability in an online environment. On the “GeoGecko” platform, two primary navigation modes are available: one involves “driving” an electric car, while the other simulates “walking” on foot. Each mode offers access to different features and game elements within the program.

It was assumed that the younger generation, being more accustomed to online games, would demonstrate greater confidence and skill in navigation, resulting in higher usability ratings and scores during testing. This assumption was confirmed in the car navigation mode (see Figure 7), where high school students rated the usability significantly higher than their older counterparts.

This difference suggests that the younger participants were more comfortable and adept at controlling the in-game vehicle, likely due to their familiarity with similar features in other digital environments. This skill advantage among younger users reinforces the idea that game-based learning can be particularly engaging and accessible for this age group, especially when digital interaction closely mirrors their recreational gaming experiences. For older participants, however, the novelty of these controls might have presented a learning curve, affecting their overall experience and usability ratings.

In contrast, for the on-foot navigation mode, university students rated their experience more highly than the high school students (see Figure 8). The figure also shows that the distribution of ratings for character control is more consistent among university students, with less variation in their responses.

The results show that university students felt more comfortable with on-foot navigation as it is more similar to the interfaces they have seen before. Their answers were also more consistent, meaning they shared the same sense of comfort with this mode. High school students, who may be more used to faster and more dynamic controls, had a wider range of answers. This proves how important it is to have multiple control options in gamified learning platforms to adapt to different preferences and experiences across age groups.

Since learners in the “GeoGecko” program rely solely on their own efforts and the clear, intuitive design of the platform, several user guides were made available at different stages to support navigation. Participants in the study were asked to evaluate these guides. The responses from each group are illustrated in Figure 9.

Based on the feedback, it is worth questioning whether the language and design of the user support are adequately suited to both age groups and whether the style is “youthful” enough to meet the expectations of high school students. Considering that the user support (and indeed the entire program) was developed by and for university-level or older audiences, it may be beneficial to explore ways to make the guides and overall interface more appealing and relatable for younger users. The feedback suggests that high school students might find more value in user support with a simpler, more visually engaging approach, which could enhance their overall experience and foster greater engagement with the content.

The next aspect evaluated was the graphic design of the program, a topic that tends to be quite subjective. During testing, a generally positive reception from the participants was anticipated. The feedback on graphic design received a clearly positive rating (see Figure 10), with minimal variation in responses across both age groups.

These uniform high ratings suggest that the visual elements of the “GeoGecko” platform was liked by both the younger and older participants. The consistency in their feedback means that the design appealed to a wide audience and balanced aesthetics with functionality. This positive feedback highlights the importance of well-thought-out visuals in educational platforms, an engaging design can make the learning experience more enjoyable and keep the user interested across different demographics.

The testing process began with an individual registration and a self-guided login and startup process. Participants were invited to rate this aspect using a six-point Likert scale, as with previous evaluation criteria. The results are shown in Figure 11. Overall, both student groups gave the registration and login process a positive rating, with university students providing slightly higher scores.

The generally positive feedback suggests that the setup process was easy to use and accessible for most participants. University students may have scored higher because they are more used to online registration systems. The consistency across both groups means the process was simple and effective, which is key to reducing barriers to entry and keeping users engaged. Onboarding is especially important in educational tools as it sets the tone for how users will interact with the content that follows.

The results support the research questions by giving an understanding of the value of gamified learning for engaging younger learners, as seen with the increased satisfaction and motivation scores. Discrepancies in perceptions of usability of the interface between high school and university students identify the different levels of acceptance and therefore require age-specific modifications. These findings highlight the essential role of customizing gamification approaches to the needs and situation of heterogeneous learners. The study focuses on user perceptions of gamification rather than direct comparisons of learning outcomes. While the results give insight into engagement and usability, further research should measure learning outcomes and knowledge retention directly.

4. Discussion

The commitment shown by high school students supports the effectiveness of game-based educational content. One of the most notable insights from the feedback is the students’ enthusiasm for the online gamified material discussed in this paper. Specifically, 79% of high school students indicated a strong interest in using this type of content in their studies.

In contrast, the university students’ assessment of the usability and acceptance of the tested material was less favorable than that of the high school group. Across nearly all usability measures, university participants rated the material lower than their high school counterparts. This aligns with the assumption, which anticipated a marked difference in willingness to engage: while 79% of high school students responded positively, this percentage dropped to just 59.62% among adult university students.

The figure below (see Figure 12) provides a summary of the percentage ratings for each topic.

From the observations, high school students are open to using experiential learning environments, which appear to provide them with the motivation needed to engage deeply with relevant content. On the other hand, university students—particularly older adults who may be studying part-time while working—rated the gamified content less favorably compared to the younger group. This suggests that game-based learning environments resonate more strongly with younger students, who may be more accustomed to interactive, digital engagement. Tailoring gamified educational content to different age groups and life contexts may be key to maximizing its appeal and effectiveness.

Based on these conclusions, the results are in line with previous studies which have shown that serious games and gamification can be effectively used to significantly improve learning engagement and motivation, especially in the case of younger audiences (Vaz de Carvalho et al., 2021; Deterding et al., 2011; Seaborn & Fels, 2015). The enthusiastic reaction of the high school learners shows the enormous potential of integrating game features (i.e., points, leaderboards, avatars) into conventional learning, creating a new, interactive, and rewarding learning experience. This aligns with the overall pedagogical goal of enhancing important 21st-century skills, such as critical thinking, teamwork, and digital literacy (Baptista et al., 2024; Trilling & Fadel, 2009).

However, the mixed responses from university students highlight the need for adaptation in gamified educational environments. Research indicates that the variability of game mechanics can be adapted to varied groups of learners and to their life contexts to increase both acceptance and effectiveness (Landers, 2014; Dichev & Dicheva, 2017). In the case of adult students, simplification of the navigation and explicit instructions could be used to avoid discomfort. Additionally, emphasizing practical applications of gamified content could resonate more with adult learners balancing education and employment.

These results have also implications for future research and practice. Further research is required in order to examine the way in which gamification can be made applicable across a variety of culturally, educationally, and technically diverse contexts. For instance, the creation of virtual and augmented reality environments offers a novel area of research for harnessing the emergence of immersive and interactive serious games to learners of all ages. Further research could also investigate the effectiveness of gamified learning environments for retention of knowledge, acquisition of skills, and academic performance over time.

From a practical point of view, the “GeoGecko” program provides insights into effective gamification implementation methodology. Educators and institutions that wish to bring serious games and gamification to the curriculum should take into account the relevance of iterative feedback loops, as shown by the project. Periodically updating the content reflecting learner input can guarantee the relevance of the course topic, answering learner needs and preferences.

This paper adds to the body of research on gamification by showing that gamification has differential effects on younger versus older learners in educational applications. Through the linking of design principles to observed results, this work provides a good practice guideline for teachers and organizations who would like to implement serious games and gamification tactics purposefully. Overall, the present work confirms the transformative ability of serious games and gamified education. As an effective way to make learning more interactive and attractive, these methods can meet varied student needs, develop important skills, and play a part in reshaping the field of teaching and learning activities.