Gamification Effects on Student Engagement in FCT Abuja Primary Schools
Keywords:
Gamification, Student Engagement, Primary Education, Instructional Strategies, NigeriaAbstract
This study examined the effect of gamification on student engagement in primary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. The study was guided by three objectives: to assess the level of student engagement in traditional classroom settings, to determine the effect of gamified instructional strategies on engagement, and to examine the moderating role of demographic variables such as gender and class level. A descriptive survey research design was adopted, with a sample of 100 respondents comprising 70 pupils and 30 teachers selected from primary schools in the study area. Data were collected using a structured questionnaire and analyzed using descriptive statistics, independent samples t-test, correlation, and multiple regression analysis.
The findings revealed that student engagement in traditional, non-gamified lessons is significantly low, with pupils exhibiting limited participation, low motivation, and reduced interest in classroom activities. However, the introduction of gamified instructional strategies significantly improved engagement, as pupils exposed to game-like elements demonstrated higher levels of attention, participation, and effort compared to their counterparts. The results further showed a strong positive relationship between gamification and student engagement. In addition, class level was found to significantly influence engagement, with older pupils responding more positively to gamified instruction, while gender had no significant effect.
The study concludes that gamification is an effective and practical approach for enhancing student engagement in Nigerian primary schools. It is recommended that teachers and educational stakeholders integrate gamified strategies into classroom practices to improve learning outcomes.
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Copyright (c) 2026 ATTAH Emmanuel Ojoma, PhD (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
