Gamified learning across academic stages: a developmental perspective on motivation, collaboration, and identity in computer engineering education

Abstract

Research on gamification in higher education has expanded significantly; however, limited attention has been paid to how students’ experiences with gamified learning evolve across academic stages and processes of disciplinary identity development. This study compares perceptions of gamified learning among first-semester and sixth-semester Computer Engineering students at a Mexican public university. Using a qualitative exploratory design, data were generated through focus groups and semi-structured interviews examining how students understood the purpose, value, and learning outcomes of gamified activities. Findings reveal developmentally situated differences in students’ experiences. Early-stage students described gamified learning as a source of motivation, belonging, and emerging professional identity, whereas advanced students viewed it as an opportunity to exercise disciplinary judgment, negotiate collaborative roles, and engage with more complex technical and ethical challenges. Across both cohorts, timely and meaningful feedback emerged as a central mediator of engagement and participation. These findings challenge one-size-fits-all assumptions about gamified learning and support a developmental and identity-oriented perspective for designing differentiated learning environments aligned with students’ evolving academic and professional trajectories.