Gamified active learning and its potential for social change

Sebastian Marin, Vivien Lee, Richard N. Landers

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations


In this chapter, we describe active learning, explain how the use of game elements and active learning strategies are related, and discuss how gamification can be used to facilitate active learning and foster positive social change, which brings a wide range of positive social impacts. We conceptualize what active learning is based on existing theory and present evidence of its effectiveness. Next, we discuss the social impacts of active learning in education. Then, we draw connections between active learning techniques and gamification to arrive at gamified active learning, which forms the core of this chapter. We consider how gamified active learning might remedy some of the social issues in education disparities, particularly in STEM education, and hence elicit change at a societal level, thereby eliciting positive social change. We conclude that gamified active learning has potential to induce social change as an education intervention if researchers target student outcomes that have implications for social impact (e.g., student retention, on-time graduation). We recommend further research be conducted on the role of gameful design when implementing active learning strategies that target specific learning outcomes.

Original languageEnglish (US)
Title of host publicationTransforming Society and Organizations through Gamification
Subtitle of host publicationFrom the Sustainable Development Goals to Inclusive Workplaces
EditorsA Spanellis, T Harviainen
PublisherSpringer International Publishing
Number of pages19
ISBN (Electronic)9783030682071
ISBN (Print)9783030682064
StatePublished - May 7 2021


  • Active learning
  • Gamified active learning
  • STEM education
  • Social change


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