Cloud-based gamification in adult open and distance learning: evidence from academic achievement outcomes

Gamification has been widely adopted in higher education; however, evidence regarding its effects on objective academic achievement remains inconclusive, particularly among adult learners in open and distance learning (ODL) environments. This study examined whether integrating a cloud-based gamified Learning Management System (LMS) was associated with changes in academic performance among adult learners enrolled in a fully online university course. Grounded in Self-Determination Theory (SDT) and principles of andragogy, the intervention incorporated progress dashboards, milestone roadmaps, automated feedback, leaderboards, and digital badges aligned with course learning outcomes. A quantitative pre-experimental one-group pre-test and post-test design was employed. Sixteen adult learners who completed both assessments were included in the matched analysis. Academic achievement was measured using equivalent knowledge tests administered before and after the intervention. Results indicated a modest increase in mean performance; however, the difference was not statistically significant, and the observed effect size was small. A strong positive correlation between pre-test and post-test scores suggested substantial stability in learners’ relative standing over time. These findings indicate that cloud-based gamification may serve as a competence-supportive mechanism that reinforces existing achievement trajectories rather than producing substantial changes in academic performance among adult ODL learners. While these findings should be interpreted with caution due to the small sample size, the absence of a control group, and the pre-experimental design, the study contributes to a more context-sensitive understanding of gamification in digitally mediated higher education. It also highlights the need for further investigation using more rigorous research designs.