Gamification—the use of game elements in serious contexts, has been prevalent to enhance users’ motivation and engagement in difficult activities. In the literature related to higher education, the use of gamification has emerged as a new pedagogical approach in order to improve students’ learning behaviors. On the other hand, traditional education research suggested that working in groups can enhance students’ learning behaviors. However, no study has been found in the literature that investigates these two distinct concepts in education domain. Therefore, this research aims to explore the effect of different group sizes and gamification on students’ learning behaviors. For this purpose, the study has explored the comparison between gamification and traditional classroom settings on students’ learning behavior with different group sizes: individual, small group, and large group settings. Further, the comparison of students’ learning behaviors in gamification environment within different group settings over time has also been investigated in this research. The analysis suggests that different group sizes can have varying impacts on students’ perception of the course in gamification environment over time. Moreover, it was observed that group size only affects students’ interest, comparison, and discouragement in gamification environment, but does not affect their effort, perceived choice, perceived competence, tension, or motivation. Also, it was found that gamification does not affect the perceived competence of students in any of the group settings. These results can be useful in future decisions about the optimal classroom size, group activities, and group sizes in other activities in larger classrooms.

游戏化（在严肃的环境中使用游戏元素）已普遍用于增强用户的动机和对困难活动的参与度。在与高等教育有关的文献中，游戏化的使用已成为一种新的教学方法，以改善学生的学习行为。另一方面，传统教育研究表明，小组合作可以增强学生的学习行为。但是，在文献中没有研究教育领域中这两个不同概念的研究。因此，本研究旨在探讨不同的小组规模和游戏化对学生学习行为的影响。为此，研究探索了游戏化和传统教室设置在不同小组人数下对学生学习行为的比较：个人，小组和小组设置。此外，本研究还研究了不同小组环境下游戏环境中学生学习行为随时间的比较。分析表明，随着时间的推移，不同的小组人数可能会对学生在游戏化环境中对课程的感知产生不同的影响。此外，据观察，小组规模只会影响学生在游戏化环境中的兴趣，比较和沮丧，而不会影响他们的努力，感知的选择，感知的能力，张力或动力。此外，还发现游戏化不会影响任何小组环境中学生的感知能力。这些结果对于将来关于最佳教室规模，小组活动，