The idea of Gamification is very popular for applying the gaming concept theory in various fields. Nowhere else is this more important than in education. Consid-ering the careful build-up and implementation of game-elements could improve academic performance outcome and student motivation. However, Gamification could require much more time to be designed and applied to education related ac-tivities and it also comes with significant operating and design cost to provide highly engaging activities for students. One of the main problems in designing Gamification is the question: “which game elements should be applied to student activities?”. Moreover one must make sure that it has great impact on students’ performance in terms of their education related performance. Hence, in this re-search, we focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments through the concept of knowledge and game-based learning from the Gamification con-cept. In our experiment, we examined the impact of each game element on senior high school students based on the basic elements of Gamification such as Lead-erboard, Cooperative and Awarding badges. In addition, we studied the effect of the game-based learning application called Aqua republica from UNEP and DHI centers with partner of Thailand. The experiment design compared two groups: the“Non-Gamified” and the “Gamified” groups participating in the game-based learning activity Aqua Republica. Academic indicators and numerical indicators were used to directly measure the effect and behavioral outcome of the use of game elements. Finally, the study suggested that leaderboards could improve the overall performance of students so it can be worth implementing it in classroom activities.

Virtual museums powered by virtual reality (VR) technology serve as innovative platforms for cultural preservation and education, combining accessibility with immersive user experiences. While gamification has been widely explored in educational and entertainment contexts, its impact on user experiences in virtual cultural heritage museums remains underexplored. Prior research has focused primarily on engagement and enjoyment in gamified virtual environments but has not sufficiently distinguished between hedonic (pleasure-driven) and eudaimonic (meaning-driven) experiences or their impact on learning outcomes. This study aims to address this gap by comparing gamified and non-gamified virtual museum designs to evaluate their effects on hedonic and eudaimonic experiences, knowledge acquisition, and behavioral engagement. Using a quasi-experimental approach with 70 participants, the findings indicate that gamification significantly enhances hedonic experiences, including enjoyment, engagement, and satisfaction, while fostering prolonged interaction and deeper exploration. However, eudaimonic outcomes such as personal growth and reflection did not exhibit statistically significant differences. These results underscore the potential of gamified VR environments to balance entertainment and educational value, offering insights into user-centered design strategies for virtual museum systems that bridge technology, culture, and engagement.

Virtual reality (VR) is increasingly employed in various domains, notably enhancing learning and experiences in cultural heritage (CH). This study examines the effects of gamified and non-gamified VR experiences within virtual museum environments, highlighting the concept of a digital twin and its focus on cultural heritage. It explores how these VR modalities affect visitor motivation, engagement, and learning outcomes. For this purpose, two versions were developed: a gamified virtual reality version incorporating interactive gaming elements like achievements, profiles, leaderboards, and quizzes and a non-gamified virtual reality version devoid of these elements. This study, using an experimental design with 76 participants (38 in each group for the gamified and non-gamified experiences), leverages the Wieng Yong House Museum’s digital twin and its fabric collection to assess the educational and experiential quality of virtual museum visits. The findings indicate that while gamification significantly boosts the reward dimension of visitor engagement, its influence is most pronounced in the effort dimension of motivation; however, its impact on learning outcomes is less marked. These insights are instrumental for integrating VR and gamification into museum environments.

This study proposes a mobile application as a new approach for first-year student orientation to promote knowledge of library services using the gamification concept. The application is based on mobile devices with GPS to locate students, allowing them to catch, collect, and battle monsters around the library with questions on library service instructions. To evaluate the learning effectiveness of the approach, we performed a comparative experiment in which the control group used e-learning, while the experimental group used the mobile application of the CMU Journey. We evaluated the pre-and post-test scores, delayed 1-month post-test scores, and intrinsic motivation based on the IMI questionnaire. The results demonstrated that the preference for gamified experience among students can enhance knowledge retention and intrinsic motivation compared to other groups.

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse-based library program in terms of knowledge acquisition and library anxiety. The research also examines students’ perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants’ knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries.