UNDERGRADUATES' PERCEPTION AND UTILIZATION OF GAMIFICATION IN ONLINE LEARNING IN THE UNIVERSITY OF ILORIN

ABSTRACT Gamification refers to the integration of game design elements such as points, badges, leaderboards, and challenges into non-game environments like education to enhance user engagement and motivation. Students face persistent challenges in online learning, including low motivation, limited interaction, and infrastructural constraints such as unstable internet and inadequate digital tools, these factors hinder students' active participation and satisfaction in virtual learning environments. The study investigated the Perception and Utilization of Gamification in Online Learning among Undergraduates at the University of Ilorin. Specifically, the study assessed students’ perception of gamification, evaluated the extent to which gamified features are utilized, examined the influence of gamification on learning motivation and engagement, and identified challenges faced by students when engaging with gamified online learning platforms. The study adopted a descriptive survey design. The population consisted of all undergraduate students in the Department of Educational Technology, Faculty of Education, University of Ilorin. A sample of 150 respondents was selected using simple random sampling. A researcher-designed, structured questionnaire served as the main instrument for data collection. The instrument was validated by three experts and tested for reliability. Data were analyzed using descriptive and inferential statistics (t-test and ANOVA) with SPSS 25.0 at a 0.05 level of significance. Findings reveal that students perceive gamification positively, with mean scores between 3.55-3.88 on a 4-point Likert scale, indicating strong agreement about its benefits. Participants reported that game-like features made learning more enjoyable (mean=3.82), increased their interest (mean=3.81), and should be widely adopted (mean=3.88). The study found moderate utilization of gamification elements (weighted mean=3.25), with rewards and competitive features being most engaging. However, significant implementation challenges emerged, including poor internet access (mean=3.76), technical glitches (mean=3.55), and insufficient instructor support (mean=3.30). Statistical analyses (t-tests and ANOVA at p