Gamification as an Instructional Design Framework for Enhancing Academic Achievement in Kindergarten: A Quasi-Experimental Study in Light of Self-Determination Theory

Abstract

This study investigates the impact of gamification as an instructional design framework on academic achievement among kindergarten children, grounded in Self-Determination Theory. The study is based on the assumption that the effectiveness of gamification does not stem merely from the use of interactive digital tools, but from the alignment of motivational design elements with children’s developmental characteristics and basic psychological needs. A quasi-experimental design was employed using two groups (experimental and control) with pre- and post-testing. The experimental group received instruction through a gamified learning environment, while the control group experienced traditional instruction.

The findings revealed statistically significant differences in favor of the experimental group in the post-test, indicating the effectiveness of gamification in enhancing academic achievement. This effect can be interpreted through its role in increasing attention, providing immediate feedback, and fostering intrinsic motivation by satisfying the needs for autonomy, competence, and relatedness. The study concludes that gamification constitutes an effective instructional design strategy in early childhood education when implemented within a structured pedagogical framework grounded in sound theoretical foundations, rather than as an isolated entertaining element.