Is More Gamification Better? Evaluating Playful Interactions and Narratives for Algebra Learning

Gamification can enhance learning with technology, but can too much gamification diminish learning? Both (1) playful problem-solving interactions and (2) narrative elements outside of practice can enhance playfulness. However, prior research reporting benefits of playful design has often conflated these two factors. We conducted a 2×2 classroom experiment (n=105) with sixth- to eighth-grade students in the US, varying the interaction style (a more playful drag-and-drop style vs. a standard type-in style) and including playful narrative (a space travel theme with mission-based achievements and dashboards vs. no theme) in a math tutoring system. We tested whether each element independently enhances engagement and learning. Results revealed a significant interaction effect such that the inclusion of narrative elements had no effect on conceptual learning in standard type-in equation solving but a negative effect in playful (drag-and-drop) equation solving. Drag-and-drop interaction marginally improved conceptual learning. Each playful element—drag-and-drop interaction or narrative—independently significantly increased engagement. Notably, out-of-class usage of the system was highest in the dual-playfulness condition, though about 20% of students engaged with the system outside of class. These results suggest that while combining playful components can increase out-of-class engagement for some students, it may lead to less productive in-class practice and reduced learning gains for most. These findings highlight the potential drawbacks of overloading systems with playful features, showing that “more play” is not always better.