Gamification in higher education as an element of educational program design

Abstract

The article analyses the effectiveness of gamification as a tool for designing higher education programmes using the discipline "Accounting" as a case, proceeding from the task of increasing motivation, engagement, and practice-oriented learning under the digital transformation of the university environment. The aim of the study is to assess the impact of a hybrid gamification model that combines game mechanics with a flipped-classroom format on learning outcomes and the professionalisation of students in economics-related programmes. In a quasi-experimental design, 144 students aged 19-23 participated; the control groups studied under a standard programme, while the experimental groups followed a gamified model using LMS Moodle, interactive cases, business games, quests, leaderboards, and immediate feedback; data collection (September- December 2024) comprised questionnaires, observation, calculation of means and standard deviations, and thematic analysis of open-ended responses, with ethical requirements observed. The results show statistically and practically significant effects: 92.8% of students in the experimental groups reported substantial improvement in knowledge and skills versus 61.9% in the control; in solving a practical task, the share of successful solutions was 81.9% versus 52.7%; interest in the subject and willingness to deepen knowledge rose to 74.6% versus 51.6%, independent information seeking to 60.3% versus 40.2%, perceived connection to the future profession to 81.2% versus 57.6%, and clarity of professional trajectory to 79.2% versus 51.6%. The discussion emphasises that the effect is driven by the principles of accessibility, appropriateness, motivation, and voluntariness, as well as the retuning of classroom time toward active formats; at the same time, limitations were identified-one disciplinary field, a limited sample, and a short observation period-which require replication and longitudinal measurement. The conclusion affirms that hybrid gamification increases engagement, develops practical competences, and supports professional identity, while practical recommendations include designing from learning outcomes, service-oriented configuration of the LMS, faculty training, and monitoring of qualitative metrics; prospects include expanding the sample, interdisciplinary replications, and assessment of delayed effects.