Gamification in Statistics: The Impact of Flashcard-Based Learning on Engagement and Comprehension

Abstract

Digital education has transformed traditional learning approaches, offering innovative strategies to enhance student engagement and comprehension. Despite these advancements, students often struggle with basic concepts due to passive learning methods, limited retention, and low motivation. This study explores the effects of gamified flashcard-based learning on students’ engagement, motivation, and perceived understanding of statistical concepts. Adopting a one-group pre- and post-survey design, the intervention was conducted for students enrolled in an introductory statistics course. Students participated in a flashcard activity designed to encourage peer interaction, rapid recall, and competitive learning in a one-hour session. Surveys administered before and after the activity captured changes in attitudes toward learning statistics, confidence, and motivation. Quantitative analysis revealed slight, but statistically non-significant differences across most items: confidence in understanding statistics (p = 0.058), motivation to participate (p = 0.414), and openness to interactive methods (p = 0.564). However, qualitative responses from open-ended questions revealed strong positive perceptions of the activity, with students highlighting its engaging, enjoyable, and collaborative nature. They reported benefits such as improved recall, greater interaction with peers, and increased enthusiasm for learning. These findings suggest that while short-term perceptual gains may not always translate into statistically significant changes, gamified flashcard activities can enrich the classroom experience and promote active engagement. The study shows the value of incorporating interactive, student centred strategies in teaching foundational statistics, offering practical implications for educators seeking to create dynamic learning environments.