The ghost effect: how gamification can hinder genuine learning

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Abstract
Gamification has been widely celebrated as a perfect solution to fix the problem of students becoming less productive in their learning (Costello, 2020;Sailer & Homner, 2020;Sante Otero, 2020). Yet for all its good intentions, it may be serving to impede true learning. This highlights an important conundrum: the very nature of gamified learning in many ways, such as focusing on extrinsic rewards (e.g., scores, badges), risks encouraging surface-level understanding rather than deeper ones required for sustaining lifelong learning and transforming the learner to a better individual (Koppitsch & Meyer, 2022). A clear example of failure is the issue of 'ghost students'-those who are there in class physically but aren't paying attention. This shows that there are design challenges in figuring out the best way to handle this problem. This article explores whether gamification promotes sustained engagement, fosters collaborative learning, and enhances cognitive development, while examining its effects on intrinsic and extrinsic motivation.Extrinsic Motivation and Its Dangers: One significant concern with gamification is its reliance on extrinsic motivations. Many of the strategies used to motivate students, such as awarding points or badges, serve as external rewards. However, this approach might detract from students' intrinsic desire to learn for the sake of understanding. If extrinsic rewards become the primary motivator, as they often are in today's classrooms, students might engage with the material superficially rather than immersing themselves deeply in it (Anselme & Hidi, 2024).From an underlying concern, Ryan and Deci propose from the motivation theory of self-determination that rewards external to a person can reduce intrinsic motive (Ryan & Deci, 2000). Hamari et al. also found that while gamified can engender perfunctory engagement in the undertaken activity, it does not moderate superficial motivational effects and produce lasting sustained interest or psychologically meaningful cognitive work (Hamari et al., 2014). This seems to suggest that students cared more about the game aspects than they did anything else so were never truly getting a handle on what was being taught.Balancing Intrinsic and Extrinsic Motivations: Research suggests that when gamified elements are designed to complement intrinsic goals-such as mastering a skill, exploring personal interests, or engaging in meaningful challenges-they can help foster a deeper, more sustained interest in learning (Anselme & Hidi, 2024). For instance, using gamification to set personal goals, offer constructive feedback, and encourage self-paced progress can help students find personal relevance and joy in the material. This balance ensures that gamification doesn't merely motivate students through rewards but also aligns with their internal drives to learn, promoting both engagement and authentic understanding.Psychological Impacts: Clearly the other side of this coin-the emotional and psychological implications that gamification is being introduced into-deserve to be unpacked as well. While gamified environments have been shown to increase competitiveness and reduce stress for some, they can also introduce new stresses (Malak, 2024). Given that some students may be motivated by the rewards this scheme encourage, as its focus is on recording of good and bads with pending bonuses to reflect achievementbased nature. It might also demoralize others overlaying learning for a reward (Chen, 2023).Another concern with gamification is that it can fuel the competitive nature of students resulting in a belief contrary to what we hoped for, as to them learning is just competing (Chen, 2023). It can be understandably damaging for individuals who lag behind while the pace quickens, resulting in lowered self-efficacy and decreased engagement which eventually results in academic dropout. The end result will be, gamification process can ultimately lead to the development of "ghost students" which is believed to be contrary to the proclaimed aim of gamification.Inclusivity and Adaptability: There are also concerns raised about the inclusivity of gamification. This may be too broad and not provide for the diverse learning styles/personality types in any classroom (Salman et al., 2024). For example, Buckley and Doyle discovered that while extraverted students seem to benefit from gamification. (Buckley & Doyle, 2017) The other counterpart, the introvert, who is already not active in the classroom because of his personality, will feel the gamified classroom a pressure cocker. Thus, we should say, the one for all type gamified classes wont result in intended result. Again, the number of ghosts is on increase (Denden et al., 2024).Long-Term Impacts: As a play-based learning method, gamification is by default more engaging than light self-direction or simple project/inquiry. Yet those are other routes… creative avenues which stimulate reflection based on student questions and innate desire to understand. Gamification can even be a little bit of a red herring, taking the focus too far out toward extrinsic rewards like points or badges and away from the learning (Chen, 2023). This may cause students to speed through their assignments for the incentives, bulldozing past key concepts in a trend that is making its way into top-level academic environments as well due to gamification.There is also worry that gamification could have long-term effects on the development of a student's cognitive skills (Sailer & Homner, 2020). This may lead students to be so used to gamified spaces that they struggle with content that does not provide instant gratification. This dependence on extrinsic motivators may in fact undermine the very skills of self-directed inquiry we are looking to cultivate, so important not just at university but also as a lifelong learner.Gamification has undeniably altered the face of education; however, we must begin to acknowledge its...

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