Abstract A goal of any educational measure is to improve students' capability to retain teaching content. In this paper, we investigate the potential of gamification to foster knowledge retention using an action research approach. We present the results from a longitudinal study including 617 secondary and tertiary education students conducted over a period of two years. Various workshop designs that incorporated numerous gamification elements were compared with non-gamified workshop designs, tested and refined over time. The improved workshop designs led to increased levels of knowledge retention that exceeded the benchmark values from educational literature. We found that gamification exerts a positive impact on knowledge retention. We tested for the moderating effects of gender and age and found no effect of the former and inconsistent results for the latter. The steady increase in students’ learning performance resulting from constant refinement of the workshops demonstrates the usefulness of incorporating gamification principles into educational activities.

中文翻译：

---

游戏化可以帮助改善教育吗？纵向研究的结果

摘要 任何教育措施的目标都是提高学生对教学内容的记忆能力。在本文中，我们使用行动研究方法研究了游戏化在促进知识保留方面的潜力。我们展示了一项为期两年的纵向研究结果，该研究包括 617 名中等和高等教育学生。将包含众多游戏化元素的各种车间设计与非游戏化车间设计进行了比较，并随着时间的推移进行了测试和改进。改进的研讨会设计提高了知识保留水平，超过了教育文献中的基准值。我们发现游戏化对知识保留产生积极影响。我们测试了性别和年龄的调节作用，发现前者没有影响，而后者的结果不一致。由于不断改进工作坊，学生的学习成绩稳步提高，这证明了将游戏化原则纳入教育活动的有用性。