European International Journal of Pedagogics
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TYPE
Original Research
PAGE NO.
173-182
DOI
3
OPEN ACCESS
SUBMITED
21 March 2025
ACCEPTED
17 April 2025
PUBLISHED
19 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
A Comparative Analysis of
Gamification and Project-
Based Learning
Approaches in Teaching
Research Writing to
Enhance Engagement,
Critical Thinking, And
Academic Performance
Dinora Atadjanova
Associate Professor of the Department of Primary Education Methodology
at Urgench State University named after Abu Rayhon Beruni, Uzbekistan
Indira Rakhimova
Doctoral student (PhD candidate) at Urgench State University named after
Abu Rayhon Beruni, Uzbekistan
Abstract:
This study examines the differences between
Gamification and project-based Learning (PBL) in
teaching research writing to university students. Thirty
participants were split into two groups using a
qualitative research design: one group received
instruction via Gamification, which included challenges
and prizes, while the other group received PBL, which
involved students working on real-world research
projects. Results show that Gamification made studying
more interesting and fun while significantly increasing
student enthusiasm and involvement. Even though
Gamification was ideal for short-term engagement, the
approach did not improve research writing proficiency.
In contrast, PBL was more beneficial in improving critical
thinking, analytical skills and research writing skills.
Students in the PBL group demonstrated stronger
writing abilities and analytical skills. This study
emphasizes the necessity of including PBL in research
writing courses and proposes a hybrid strategy
combining the two approaches to offer the best possible
learning environment.
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Keywords:
Gamification, Project-Based Learning,
Research Writing, Student Engagement, Educational
Strategies, Higher Education, Qualitative Study,
Learning Outcomes.
Introduction:
Context and Background
Teaching research writing is a challenging process
requiring students to develop their critical thinking,
analytical skills, and thorough understanding of
methodological ideas. Innovative teaching methods
such as Gamification and project-based Learning (PBL)
have gained attention for their potential to enhance
student engagement and learning outcomes.
Gamification integrates game-like elements, such as
points, badges, and leaderboards, to create an
interactive learning environment (Boom-Cárcamo,
Buelvas-Gutiérrez, Acosta-Onñate, & Boom-Cárcamo,
2024). Conversely, PBL engages students in practical
projects that foster teamwork, critical thinking, and
problem-solving skills (Tangney, Sullivan, & Lawlor,
2024; Alsmadi, Kandasamy, Al Kafri, & Zahirah, 2024).
Since these methods provide different instructional
approaches with differing effects on students' research
writing abilities, it is essential to compare them.
Gamification and project-based Learning (PBL) have
emerged as two influential pedagogical approaches to
enhance student engagement, motivation, and
learning outcomes. Using game features in non-
gaming environments, or Gamification, has become
popular in educational settings because it can increase
motivation and enhance learning outcomes (Hong et
al., 2024). Games offer unique benefits for teaching
project management by providing:
●
Risk-free environments for experimentation
●
Immediate feedback
●
Engaging and motivating experiences
●
Opportunities to learn from mistakes (Wang et
al., 2024)
Project-based learning has evolved from a learning
method toa philosophy and didactic conception that
integrates knowledge construction and research
approaches (Lasauskiene & Rauduvaite, 2015).
Implementing PBL can improve teaching quality and
student engagement by involving students in complex
problem-solving and innovative solutions. PBL is
important to develop students' creative cognition by
encouraging active exploration, collaborative problem-
solving, and practical application of knowledge (Yu,
2024). PBL fosters students' authentic research and
problem-solving skills and contributes to higher-level
cognitive development (Lasauskiene & Rauduvaite,
2015). Moreover, PBL assists students in developing
important professional skills like teamwork, critical
thinking, communication, and problem-solving through
engagement with real-world projects (Fernandes,
2014).
Application of both methods in online classes.
The effectiveness of online teaching depends heavily on
teachers' pedagogical competence and psychological
readiness. Training programs should focus on
developing
technical
skills
and
psychological
competencies like creativity, curiosity, love of learning,
judgment, and perspective (Ho et al., 2023). As for the
digital century, online classes are standard for some
students studying online for different reasons. Teachers
working in online groups significantly improved
academic knowledge (theoretical understanding) and
professional knowledge (applied skills). They applied
knowledge (contextual application), and virtual project-
based tasks promoted Meaningful Learning through
collaboration (García, 2016). Students report higher
confidence and motivation when working on real-world
computing
projects
than
traditional
learning
approaches (Alsmadi et al., 2024).
PBL is effective in online and face-to-face settings for
enhancing students' transversal skills like collaboration,
communication, and critical thinking (Tangney et al.,
2024). Similarly, computer-based games can effectively
bridge the gap between classroom learning and real-
world application while developing technical knowledge
and soft skills (Grijalvo et al., 2022). Game-based
learning denotes the attainment of specified
educational objectives via digital and non-digital games,
content, and play (Abou Hashish, Ebtsam Aly, et al.,
2024). There must be a careful balance between
learning learning and enjoyment in educational games.
The
"Software
Project
Management
Game"
demonstrated success in this by incorporating
motivational game design principles while still achieving
learning objectives (Wang et al., 2024). Visualizations in
e-learning materials can help students better
understand complex technical concepts compared to
traditional ways of teaching (Müller et al., 2015).
PBL and GBL are in higher education
Using game-based Learning (GBL) in higher education
has several benefits: increased student engagement and
motivation, improved problem-solving abilities, better
knowledge acquisition and understanding, and
development of interpersonal and communication skills
(Almeida, Buzady & Ferro, 2021). Game elements in
educational Gamification can be grouped into five main
clusters (Hong et al., 2024):
●
Performance elements (e.g., rewards, progress
tracking)
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●
Personal
elements
(e.g.,
challenges,
customization)
●
Social
elements
(e.g.,
competition,
cooperation)
●
Ecological elements (e.g., time pressure,
access control)
●
Fictional elements (e.g., narrative, storytelling)
Current teacher preparation programs lack adequate
exposure to game-based instruction methods (Hu &
Sperling, 2022). Time limitations in current educational
contexts make it challenging for students to develop
needed game expertise (Boysen et al., 2023). However,
in PBL, the teacher's role shifts from transmitter of
information to facilitator of learning, requiring
different evaluation approaches than traditional
teaching methods (Pan et al., 2021).
Amamou and Cheniti-Belcadhi (2018) outline distinct
tutor roles in PBL:
●
Academic tutors who facilitate learning and
define projects
●
Professional tutors who bring real-world
project ideas
●
Peer tutors who provide different types of
support:
○
Realization tutors who help with specific tasks
○
Check tutors who verify work
○
Help tutors who provide technical assistance
Studies show that PBL significantly positively affects
problem-solving abilities, conceptual understanding,
and student performance compared to conventional
teaching approaches (Pan et al., 2021). Tsybulsky and
Muchnik-Rozanov (2023) point out that this
comprehensive approach, PBL, has been proven
particularly valuable in STEM education and teacher
preparation
programs,
providing
theoretical
knowledge and practical experience in modern
educational methods. PBL involves students applying
previously acquired knowledge to produce tangible
outputs, typically through written or oral reports
summarizing their work and outcomes (Bulut Ates &
Aktamis, 2024). Integrating interdisciplinary Learning
and real-world problems is key to effective PBL
implementation (Bulut Ates & Aktamis, 2024).
Research Problem
Farrow et al. (2024) found that teachers often
incorporate PBL elements in their design but struggle
with high-quality implementation of practices,
particularly around providing student support and
authentic connections. Despite their growing
popularity,
comprehensive
studies
comparing
Gamification and PBL in teaching research writing are
limited. Both methods have shown promise in different
educational contexts, but their specific effectiveness in
research writing, which demands unique skill sets, is
underexplored. In order to close this gap, this study
compares the unique contributions of PBL and
Gamification to the teaching of research writing. Its goal
is to determine whether the method produces better
student involvement, understanding, and skill
development results.
Objectives and Research Questions
This study compares the effectiveness of Gamification
and project-based learning learning in teaching research
writing. The objectives are:
1.
To assess the impact of Gamification on student
engagement and learning outcomes in research writing.
2.
To evaluate the effectiveness of PBL in
enhancing students' research writing skills.
3.
To identify the strengths and weaknesses of
each approach in teaching research writing.
4.
To provide recommendations for educators on
effective teaching methods for research writing.
The research questions guiding this study are:
1.
How does Gamification influence student
engagement and learning outcomes in research writing?
2.
What is the impact of PBL on students' research
writing skills?
3.
What are the comparative strengths and
weaknesses of Gamification and PBL in teaching
research writing?
4.
Which approach is more effective in improving
students' research writing abilities?
Hypothesis
The study's hypothesis states that both Gamification
and PBL have noticeable impacts on teaching research
writing. Gamification will likely boost motivation and
engagement while PBL may encourage deeper
comprehension and long-term skill improvement.
●
H1: Gamification significantly increases student
engagement in research writing compared to traditional
methods.
●
H2: PBL leads to a more substantial
improvement in students' research writing skills than
Gamification.
METHODS
Study Design
Traditional lecture-based teaching methods are being
replaced by more innovative, active approaches due to
low student motivation and the evolving landscape of
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learning methods (Gómez-Urquiza et al., 2022;
Navarro-Mateos & Pérez-López, 2022). When case-
based learning and escape room activities are
combined, an engaging and dynamic learning
environment
that
fosters
critical
thinking,
collaboration, and the real-world application of
theoretical information is created (Vázquez-Calatayud
et al., 2024).
This study employs a qualitative research design to
explore the differences between Gamification and
project-based Learning (PBL) approaches in teaching
research writing. Bakhru and Mehta (2020) propose
moving away from traditional internal tests toward
more continuous, assignment-based assessment
methods that:
●
Encourage regular class attendance
●
Provide rapid feedback
●
Promote deeper learning
●
Reduce faculty workload
●
Support outcome-based education goals
Participants
The study involved 30 students from the "Research
Writing" club in the Foreign Languages Department at
Urgench State University after Abu Rayhan Beruni. The
participants were divided into two groups: 15 students
(7 boys and eight girls) were taught using the
gamification method, while the other 15 were taught
using the PBL approach.
Intervention
Gamification: The gamification group was exposed to
research writing concepts through game-based
activities. These included using points, badges, and
leaderboards to motivate and engage students. The
tasks included game challenges to encourag
e students to compete and work together.
The group participating in Project-Based Learning
(PBL)
worked on practical research writing
assignments. The task was to design a thorough
research project that included choosing a topic,
reviewing relevant literature, gathering data, analyzing
it, and writing a report. This method prioritized
collaborative learning, critical thinking, and problem-
solving.
Data Collection
Guo et al. (2020) identified several practical
assessment approaches: questionnaires, rubrics, tests,
interviews, self-reflection journals, and artifact
analysis.
Data were collected using a combination of surveys,
assessments, and semi-structured interviews.
●
Surveys were administered to gather initial
insights into students' perceptions of the teaching
methods.
●
Assessments included pre-tests and post-tests
to evaluate the improvement in students' research
writing skills.
●
Semi-structured interviews were conducted
with selected participants better to understand their
experiences and attitudes toward the teaching
methods.
Data Analysis
The collected data was analyzed to generalize the
benefits and drawbacks of the two approaches. The
effectiveness of each teaching technique was assessed
by comparing the pre-test and post-test outcomes.
Significant insights into the students' study experiences
were also gained through the analysis and classification
of qualitative interview data.
RESULTS
Key Findings
The analysis showed that project-based learning (PBL)
was more effective than Gamification in teaching
research writing. Students in the PBL group showed
better comprehension and application of research
writing skills, as evidenced by their higher post-test
scores and more positive feedback during interviews.
Conversely, while Gamification increased immediate
engagement, its impact on deep learning and skill
development was less pronounced than that of PBL.
Tables and Figures
To support these findings, we will include tables and
charts:
1.
Table 1: Comparison of Pre-test and Post-test
Scores for Gamification and PBL Groups.
2.
Figure 1: Bar Graph of Average Improvement in
Research Writing Scores.
3.
Figure 2: Pie Chart of Student Feedback on
Teaching Methods.
4.
Table 2: Themes Identified from Qualitative
Data.
Subsection by Research Question
Research Question 1: How does Gamification affect
research writing learning outcomes and student
engagement?
●
Results
: Gamification considerably raised class
participation. It did not affect the retention of research
writing abilities.
Research Question 2: What can be a source of
improving research writing skills?
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●
Results: Higher post-test scores and project
submissions demonstrated that PBL significantly
enhanced research writing abilities.
Research Question 3: What are the relative
advantages and disadvantages of PBL and
Gamification in research writing
●
instruction?
●
Results: While PBL was more successful in
encouraging critical thinking and the real-world
application of research writing abilities. Gamification
was superior at sustaining student interest and
involvement.
Research Question 4 Which method works best for
enhancing students' capacity for research writing
?
●
Results: PBL worked marginally better than
Gamification in improving research writing skills while
giving students a more thorough educational
experience.
Tables and figures will be provided to support these
conclusions:
1.
Table 1: Gamification and PBL Groups' Pre-test and Post-test Score
Comparison.
Group
Pre-test Average
Score
Post-test Average
Score
Improvement (%)
Gamification
60
70
16.67
PBL
62
78
25.81
2. Figure 1: Bar Graph of Average Improvement in Research Writing Scores.
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3. Figure 2: Pie Chart of Student Feedback on Teaching Methods.
Table 2: Themes Identified from Qualitative Data
Theme
Description
Frequency
Increased engagement
Students reported higher
engagement
levels
during
gamification
sessions.
12
Deeper understanding
PBL was associated with
a better comprehension
of the principles of
research writing.
15
Collaboration
and
teamwork
PBL
fostered
better
collaboration
among
students.
10
Motivation challenges
Gamification had mixed
effects
on
long-term
motivation.
8
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DISCUSSION
Interpretation of Results
According to the results, students' research writing
abilities were enhanced more by project-based
Learning (PBL) than by Gamification. Participating in
real-world projects fosters a more profound
comprehension and practical application of research
writing topics, as seen by the PBL group's improved
post-test results. In contrast, while Gamification
notably increased student engagement, its impact on
long-term skill enhancement was less substantial.
Research writing requires critical thinking and
synthesis, which may not always align with
gamification mechanics (Bacsa-Karolyi & Feh'ervari,
2024).
These findings align with the study questions,
demonstrating that PBL outperforms Gamification in
fostering the growth of thorough research writing
abilities. This suggests that PBL provides a more solid
foundation for in-depth learning and real-world skill
application, even though Gamification is useful for
encouraging early engagement and motivation.
However, combining project-based learning with
game-based elements could provide a practical
approach to teaching project management skills while
maintaining student engagement and providing
opportunities for practical experience.
Comparison with Existing Literature
The results coincide with previous studies highlighting
how PBL improves critical thinking and problem-
solving abilities (Tangney et al., 2024; Alsmadi et al.,
2024). Previous research has shown that PBL improves
learning outcomes by assisting students in connecting
theoretical knowledge to real-world applications. In
contrast, research on Gamification (Boom-Cárcamo et
al., 2024) often highlights its effectiveness in boosting
motivation and engagement rather than facilitating
profound learning outcomes. Moreover, Gamification
is of great importance in non-game contexts, whereas
Project-Based Learning (PBL) fosters more profound
understanding and skill development through real-
world applications.
Project-based Learning (PBL) in higher education helps
develop
critical
thinking,
interpersonal
communication,
media
literacy,
collaboration,
teamwork, and leadership skills essential for 21st-
century competencies (Chu, Reynolds, Tavares, Notari,
& Lee, 2017). Project-Based Learning (PBL) is a practical
pedagogical approach for teaching complex skills and
concepts, as it promotes student engagement, deeper
learning, and the development of practical
competencies through active exploration of real-world
problems (Ashraf et al., 2025). Project-based
learningLearning helps bridge the gap between
academia and industry by allowing students to apply
theoretical knowledge to practical situations while
developing essential soft skills (Díaz Mohedo & Vicente
Bújez, 2014). Nevertheless, teachers may struggle
implementing high-quality PBL due to lacking resources
and extensive professional learning requirements
(Potvin et al., 021).
Teachers' attitudes and beliefs about Gamification are
crucial to its implementation. Some teachers see it as an
effective way to improve student's focus, while others
worry about its applicability to complex academic tasks,
namely, research writing (Pupik Dean et al., 2023). PBL
supports in-depth skill development in research writing,
whereas Gamification may be more effective for
reinforcing specific writing mechanics (e.g., citations,
grammar).
Jaaska and Aaltonen (2022) denote that game-based
learning should supplement existing approaches rather
than take their place. GBL can give students a risk-free,
simulative environment to practice management skills,
which might help them learn the subject more quickly
and supplement traditional approaches in project
management education. Many curriculum guides are
created to support teachers' adoption of digital games
for learning, but their effectiveness has not been
studied (Sharma et al., 2025). Curriculum guides can
effectively support teachers' adoption of digital games
for learning, but their impact on teachers' acceptance
needs to be studied systematically (Sharma et al., 2025).
To be effective, the Gamification of learning
experiences must be carefully structured with precise
mechanics, dynamics, and emotions (MDE framework)
(Grijalvo et al., 2022).
Implications
These results impact teaching practices and curriculum
design. Educators should consider incorporating PBL
more extensively in courses that require in-depth
analytical and writing skills, such as research writing.
Gamification can still be helpful in the early stages of
learning to increase engagement, but it should be
paired with other strategies to promote deeper
learning. Future research should investigate how these
methods can be combined to take advantage of both
approaches.
Despite extensive training and education in project
management, projects frequently fail due to insufficient
practical experience and skills (Wang et al., 2024). There
is a growing need for lessons that allow learners to
experiment and learn from mistakes without expenses.
Limitations
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This study has several limitations. The sample size of
participants was only 30 students from a single
university, which may limit the findings. Furthermore,
the study concentrated only on the short-term effects
of the teaching methods without examining long-term
retention and application of the learned skills.
Recommendations
Furthermore, integrating strategies that include PBL
and Gamification elements may improve engagement
and learning results. Creating curricula that use PBL to
establish fundamental skills and incorporating gaming
into education to increase student motivation and
engagement throughout the early stages of learning
are two examples of integrating education into real
life. Analyzing how teachers and students feel about
each approach may help identify the most effective
ways to instruct research writing.
CONCLUSION
Summary of Main Points
This research examined the effectiveness of PBL and
GBL in teaching research writing. The findings indicate
that PBL had a more significant impact on students'
research writing skills than Gamification. PBL
encouraged more in-depth understanding and real-
world application, whereas Gamification considerably
raised student interest but had less effect on long-term
skill development. The findings show that PBL is more
effective in increasing writing skills than the
Gamification approach. These results suggest that PBL
provides a deeper structure of enhancing research
writing abilities, even though Gamification helps boost
early interest and participation.
Final Thoughts
The results indicate that setting goals in research
writing classes to improve writing skills is difficult.
While Gamification can effectively engage students,
integrating PBL into the curriculum could lead to better
long-term outcomes in research writing skills. Teachers
should integrate both approaches in their instruction
to maximize learner engagement and showcase the
benefits of both approaches. Future research could
further explore these combinations to develop more
comprehensive teaching strategies for enhancing
student engagement and skill improvement.
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