Gamified Video Conferencing for Young Learners: System and Evaluation

Abstract

We present a gamified video conferencing platform that integrates real-time WebRTC-based video chat with multiplayer educational games (using Phaser3 and Colyseus) to boost engagement in children (ages 5–12). The system uses a web front-end (React/JavaScript) for the UI, PeerJS/WebRTC for peer-to-peer video, and a Node.js server (with Colyseus) to synchronize game state. In a pilot evaluation with 30 young learners, the gamified platform produced markedly higher engagement and learning gains than a conventional video lesson. For example, students reported an average engagement score of 4.2/5 on the gamified platform versus 3.1/5 on a standard video call. These results are consistent with prior studies showing that game-based learning yields moderate-to-large improvements in motivation and engagement. Overall, our findings suggest that embedding interactive gaming elements in a video class can significantly enhance young students’ participation and learning outcomes.

Introduction

Standard video conferencing tools like Zoom often struggle to keep young children engaged during remote learning. Research shows that game-based learning and gamification—using game elements in non-game contexts—can significantly boost motivation, engagement, and learning outcomes. Platforms such as Gather.Town demonstrate how avatar-based interactions and proximity audio create more dynamic, social online learning environments.

Motivated by this, the project developed an integrated platform combining real-time video chat (via WebRTC/PeerJS) with synchronous multiplayer quizzes and mini-games (using Phaser3 and Colyseus). The system architecture includes a React-based user interface, a Node.js signaling server for WebRTC, peer-to-peer media streaming, a game client for rendering and input, a Colyseus server for real-time game state synchronization, and MongoDB for persistent data storage.

Implementation involves embedding video and game interfaces in one browser window, establishing low-latency peer connections for media, synchronizing gameplay events over WebSockets, and securely storing user and session data. The platform emphasizes security with encrypted communications and role-based database access.

A quasi-experimental study with 30 children (ages 5–12) compared this gamified platform to standard Zoom lessons covering similar content. Results showed significantly higher engagement (35% increase), better learning gains (+15% vs. +4% on quizzes), and positive feedback from students and teachers alike. Teachers reported ease of use and noted the platform’s ability to engage even shy children.

Overall, the findings confirm that integrating game mechanics and real-time social interaction into video conferencing enhances attention, motivation, and educational outcomes for young learners compared to traditional video lessons.

Conclusion

We have developed a novel system that marries WebRTC video conferencing with multiplayer educational games, and shown that it can significantly improve engagement for young learners. Our architecture leverages modern web technologies (PeerJS for media, Phaser3/Colyseus for games) to create a low-latency, interactive environment. In a small-scale evaluation, students using our platform were more engaged and showed higher learning gains than in a traditional video lesson, mirroring prior findings that gameful learning enhances motivation. In the future, we plan to conduct larger trials, expand the library of games and subjects, and incorporate real-time analytics (e.g. attention tracking) to adapt difficulty. We believe this approach can be broadly applied in K–12 education and EdTech, offering a promising path to make remote learning more dynamic and effective.

References

[1] R. Smiderle et al., “The impact of gamification on students’ learning, engagement and behavior based on their personality traits,” Smart Learning Environments, vol. 7, art. 3, 2020. [2] M. S. Alotaibi, “Game-based learning in early childhood education: a systematic review and meta-analysis,” Frontiers in Psychology, vol. 15, 2024. [3] I. Y?ld?r?m and S. ?en, “The Effects of Gamification on Students’ Academic Achievement: A Meta-Analysis Study,” Interactive Learning Environments, vol. 29, no. 8, pp. 1301–1318, 2021. [4] M. Sailer and L. Homner, “The Gamification of Learning: a meta-analysis,” Educational Psychology Review, vol. 32, no. 1, pp. 77–112, 2020. [5] H. Mahmoud and R. Abozariba, “A systematic review on WebRTC for potential applications and challenges beyond audio video streaming,” Multimedia Tools and Applications, vol. 84, pp. 2909–2946, 2025. [6] A. Gerber and B. Fischetti, “The impact of escape room gamification using a teleconferencing platform on pharmacy student learning,” Med. Sci. Educ., vol. 32, no. 5, pp. 1159–1164, 2022.

Copyright

Copyright © 2025 Amaan Alam, Nitin , Shivaay Bathla, Yash Sharma. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.