Does Gamification Deliver? A PRISMA-Guided Systematic Review of the Learning Experience

Abstract

According to the definition, gamification is the inclusion of elements from game design in a non-game educational environment. It can be claimed that gamification is one of the most popular pedagogical tools among researchers over the last decade; however, information on it is presented across different publications and is often scattered across disciplines, school levels, and geographical areas. The article presents a systematic literature review that is based on the PRISMA 2020 checklist. In total, 54 records were screened in accordance with the eligibility criteria, which required that gamification be the main intervention in the study and influence aspects such as engagement, motivation, satisfaction, cognitive engagement, or academic achievement; 42 studies met these criteria. The studies reviewed encompassed sectors such as basic education, universities, teacher training, special education, and business/technical education across 19 nations, with many studies from the Philippines and Southeast Asia. Gamification was regularly related to better interest and motivation of students, and when conditions were organized wisely, also good results in learning performance and cognitive engagement were shown; meanwhile, the impact of gamification on motivation and behavior of students was not as stable as the impact on cognition, with some studies showing any unwanted output in the shape of demotivation in students with low score when they come across leaderboards that are competitive. Elements used frequently include scores, badges, leaderboards, tests, and quizzes (Kahoot! Quizizz), with most materials grounded in self-determination theory. The article pinpoints issues related to the lack of a longitudinal approach and standardized measurement in research conducted in unfamiliar locations and offers practical suggestions for use when creating gamified studies.