Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach

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dc.contributor.advisorNg'ambi, Dickson
dc.contributor.authorZulu, Remaketse Francis
dc.date.accessioned2026-07-09T09:00:28Z
dc.date.available2026-07-09T09:00:28Z
dc.date.issued2026
dc.date.updated2026-07-09T08:58:56Z
dc.description.abstractThis study investigates the use of gamification as an instructional approach to boost student engagement in a Management Information Systems (MIS) course at a South African Private Higher Education Institution (PHEI). Utilizing a Design-Based Research (DBR) framework, the research aims to develop evidence-based design principles for effectively incorporating gamification into teaching practices in higher education. The central research question focused on identifying effective design principles for gamification, while additional questions examined its impact on student engagement, the most effective gamification elements, and the role of tools like Quizalize in achieving these outcomes. The study involved 15 students who chose to take part in the research on a voluntary basis. Findings revealed that gamification significantly enhances student engagement by fostering motivation, encouraging active involvement, and instilling a sense of achievement. The study identified key gamification elements, including leaderboards, badges, and real-time feedback, as especially effective in boosting engagement. Quizalize, as the selected gamification tool, proved instrumental in transforming traditional learning experiences into dynamic, interactive environments that aligned with students' preferences and needs. The research culminated in a series of design principles emphasizing the need to align gamification with educational goals, achieve a harmonious blend of competition and collaboration, and sustain student engagement through varied content and immediate feedback mechanisms. While the study demonstrated the potential of gamification to address challenges related to student disengagement, it also highlighted limitations, including technical constraints and the need for equitable access to resources. This study highlights the impact of gamification in creating engaging, learner-centred educational experiences and offers practical guidance for educators and institutions seeking to incorporate gamification into their teaching strategies.
dc.identifier.apacitationZulu, R. F. (2026). <i>Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/43528en_ZA
dc.identifier.chicagocitationZulu, Remaketse Francis. <i>"Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2026. http://hdl.handle.net/11427/43528en_ZA
dc.identifier.citationZulu, R.F. 2026. Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/43528en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Zulu, Remaketse Francis AB - This study investigates the use of gamification as an instructional approach to boost student engagement in a Management Information Systems (MIS) course at a South African Private Higher Education Institution (PHEI). Utilizing a Design-Based Research (DBR) framework, the research aims to develop evidence-based design principles for effectively incorporating gamification into teaching practices in higher education. The central research question focused on identifying effective design principles for gamification, while additional questions examined its impact on student engagement, the most effective gamification elements, and the role of tools like Quizalize in achieving these outcomes. The study involved 15 students who chose to take part in the research on a voluntary basis. Findings revealed that gamification significantly enhances student engagement by fostering motivation, encouraging active involvement, and instilling a sense of achievement. The study identified key gamification elements, including leaderboards, badges, and real-time feedback, as especially effective in boosting engagement. Quizalize, as the selected gamification tool, proved instrumental in transforming traditional learning experiences into dynamic, interactive environments that aligned with students' preferences and needs. The research culminated in a series of design principles emphasizing the need to align gamification with educational goals, achieve a harmonious blend of competition and collaboration, and sustain student engagement through varied content and immediate feedback mechanisms. While the study demonstrated the potential of gamification to address challenges related to student disengagement, it also highlighted limitations, including technical constraints and the need for equitable access to resources. This study highlights the impact of gamification in creating engaging, learner-centred educational experiences and offers practical guidance for educators and institutions seeking to incorporate gamification into their teaching strategies. DA - 2026 DB - OpenUCT DP - University of Cape Town KW - Gamification KW - Student Engagement KW - Design-Based Research KW - Higher Education KW - Quizalize LK - https://open.uct.ac.za PB - University of Cape Town PY - 2026 T1 - Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach TI - Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach UR - http://hdl.handle.net/11427/43528 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/43528
dc.identifier.vancouvercitationZulu RF. Using Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2026 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/43528en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectGamification
dc.subjectStudent Engagement
dc.subjectDesign-Based Research
dc.subjectHigher Education
dc.subjectQuizalize
dc.titleUsing Gamification to enhance student engagement at a South African Private Higher Education Institution: A DBR approach
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
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