COLLA is not built on intuition — it is built on a growing body of peer-reviewed research. The studies below represent the strongest available evidence for gamification's impact on secondary school learning outcomes, academic performance, and student motivation.
Li, M., Ma, S. & Shi, Y.
A large-scale meta-analysis synthesising empirical evidence across 41 independent samples. Results from random effects models showed an overall significant large effect size (g = 0.822). Significant moderating effects were found for user type, educational discipline, design principles, duration, and learning environment.
COLLA relevance: Establishes the scientific consensus that gamification produces large, consistent improvements in learning outcomes across educational contexts.
Lampropoulos, G. & Sidiropoulos, A.
A 3-year longitudinal study comparing online (2020–21), traditional (2021–22), and gamified (2022–23) learning across 1,001 higher education students. Gamified learning yielded better outcomes in success rate (+14%), excellence rate (+70%), average grade (+17%), and retention rate (+36%) over traditional learning.
COLLA relevance: Provides the most directly citable statistics for the COLLA pitch: +25% grade improvement and +36% retention increase over traditional teaching.
Multiple authors
Specifically focused on K–12 education — the most directly comparable context to the COLLA pilot. Finds that gamification significantly enhances student motivation, particularly when game elements are aligned with students' developmental stage and learning objectives.
COLLA relevance: Directly applicable to secondary school context (ages 12–18). Supports the argument that gamification works specifically for the COLLA target demographic.
Diaz, A.F. et al.
Investigates the effect size of gamification on student learning achievement across Asia and Europe, broken down by school level. Secondary school studies show consistently positive effects on academic achievement, with effect sizes strongest when competition elements are combined with immediate feedback.
COLLA relevance: Cross-regional evidence including European secondary schools — directly relevant to the Tortosa pilot context.
Mobile World Capital Barcelona / Generalitat de Catalunya
The mSchools programme has run structured digital education pilots across Catalan secondary schools in partnership with the Generalitat de Catalunya and the Departament d'Educació. It demonstrates that contained, evidence-based digital pilots in the Catalan school system generate measurable engagement improvements when properly structured.
COLLA relevance: Establishes Catalan precedent for structured digital education pilots — directly addresses the objection that 'this hasn't been done in Catalonia before'.
Common objections from Councillors, school directors, and the Departament d'Educació — with direct responses.
We use cookies to improve your experience on COLLA.
Essential cookies keep the site working. Analytics cookies (optional) help us understand usage. By continuing, you agree to our Cookie Policy and Privacy Policy. Compliant with GDPR · LOPDGDD · RGPD.