Effect of a Gamified Web-Based Literature Review Plat-form on Creative Engagement and Research Self-Efficacy Among Graduate Students

Abstract

Background. Universities increasingly treat the literature review as a core graduate research competency. Students, however, often find it tedious and demotivating.

Objective. This study examined how a gamified web-based literature review platform affects creative engagement and research self-efficacy among graduate students. It also tested whether gamification improves graduate research competency.

Methods. We used a quasi-experimental pretest–posttest control group design. The participants were 78 graduate students in research methodology courses at a public university in Palembang, Indonesia, during the 2023/2024 academic year. Over 12 weeks, an intervention group (n = 39) used a platform with points, badges, leaderboards, and challenge-based tasks, while a control group (n = 39) followed traditional methods. Scores were expressed on a 0–100 metric. Analysis of covariance used pretest scores as covariates.

Results. The intervention group scored significantly higher in creative engagement (74.6 vs 56.2, p < 0.001, d = 1.66), research self-efficacy (69.2 vs 53.1, p < 0.001, d = 1.52), intrinsic motivation (72.8 vs 58.3, p < 0.001, d = 1.14), and literature review quality (68.4 vs 51.7, p < 0.001, d = 1.93). The differences remained significant after Bonferroni correction.

Conclusion. In this sample, gamified web-based platforms were associated with better outcomes in the literature review process. The findings support their use as a pedagogical innovation.