The optimal implementation of game elements in geographical education: A comparison on traditional pedagogy, gamification, and game-based learning

Gaming in education can stimulate students' engagement and subsequent learning outcomes while scientific research claims that its effectiveness fluctuates with variables, like participant’ age and nature of subject matter. The linkage between secondary geographical education and game element implementation is still an open question. Aiming to find some insights in this issue, this study has investigated the effectiveness of different game pedagogies on students' learning outcomes. Experimental lessons with 71 secondary three students were conducted. Students were randomly assigned to experience one of the three pedagogies in learning the theme – national cooperation for climate change. Pedagogies include traditional pedagogy, gamification, and game-based learning. We have found evidence that students' learning motivation increases with increasing game elements, but no regular relationship was found in terms of cognitive learning outcomes. Our results indicate that the effect of games may depend on game design. A mixed pedagogical approach is suggested to maximise both students’ motivational and cognitive learning outcomes in geography class.