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Journal articles on the topic 'Digital gamification'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Laura-De La Cruz, Kevin Mario, Stefany Juliana Noa-Copaja, Osbaldo Turpo-Gebera, Cecilia Claudia Montesinos-Valencia, Silvia Milagritos Bazán-Velasquez, and Gerber Sergio Pérez-Postigo. "Use of gamification in English learning in Higher Education: A systematic review." Journal of Technology and Science Education 13, no. 2 (2023): 480. http://dx.doi.org/10.3926/jotse.1740.

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Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educa

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Pinto Sandoval, Jesús Andrés. "La gamificación como herramienta para la profesionalización digital docente." Educación y ciencia 12, no. 60 (2024): 108–19. https://doi.org/10.32776/eyc.v12i60.736.

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This article proposes analyze how technological tools, particularly gamification, offer alternatives to develop teachers' digital skills. The main goal is to address the reality of teachers in Mexico in terms of digital skills and their ability to create strategies and activities that align with the needs of education in the digital era, known as Education 4.0. The use of gamification is suggested as a strategy that allows teachers to continue their professional development in the digital field and respond to the needs of students, focusing on their learning process. Additionally, the challeng

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Seeletse, Solly Matshonisa, Lisma Meilia Wijayanti, Syamsul Muqorrobin, and Ayi Abdurahman. "Gamification in Education: Enhancing Student Engagement in the Digital Age." Assoeltan: Indonesian Journal of Community Research and Engagement 2, no. 2 (2024): 21–32. https://doi.org/10.70610/edujavare.v2i2.796.

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The integration of gamification in education has emerged as a promising approach to enhance student engagement and motivation, particularly in the digital age. However, despite its growing popularity, concerns persist about its long-term effectiveness and alignment with educational objectives. This study aims to explore the impact of gamification on student engagement and learning outcomes in a secondary school setting while also addressing potential challenges in its implementation. A qualitative case study design was used, employing semi-structured interviews with students and teachers, clas

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Prihationo, Krismassion, and A. Sobandi. "The Role of Gamification in Digital Workforce Training: A Case Study of Knowledge Retention and Engagement in Cloud Computing Training Course." Eduvest - Journal of Universal Studies 5, no. 6 (2025): 6055–66. https://doi.org/10.59188/eduvest.v5i6.50124.

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Indonesia’s Digital Talent Scholarship (DTS) program aims to enhance digital workforce readiness but struggles with sustaining engagement and knowledge retention in online training. While gamification (e.g., badges, leaderboards) has shown promise in education, its effectiveness in professional training and across diverse regional contexts remains unclear. This study examines how gamification elements influence engagement and retention in DTS’s Cloud Computing course, while assessing regional variations in outcomes. A quasi-experimental design compared 1,200 participants (gamified vs. standard

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Pasca, Maria Giovina, Maria Francesca Renzi, Laura Di Pietro, and Roberta Guglielmetti Mugion. "Gamification in tourism and hospitality research in the era of digital platforms: a systematic literature review." Journal of Service Theory and Practice 31, no. 5 (2021): 691–737. http://dx.doi.org/10.1108/jstp-05-2020-0094.

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PurposeThe present study aims to synthesize and conceptualize, through a systematic literature review (SLR), the current state of gamification knowledge in the tourism and hospitality (T&H) sector, providing a roadmap for future research recommendations for service research and practice.Design/methodology/approachThe research is based on a systematic literature review and adopts a systematic quantitative approach to summarize existing evidence on gamification usage in the T&H sector, focusing on relevant service literature on gamification. The authors analyze 36 papers published betwee

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Anggraeni, Sri Wulan, Dadang Sunendar, and Isah Cahyani. "Gamification as an Innovation in Enhancing Language Skills in the Digital Era." KnE Social Sciences 10, no. 12 (2025): 18–28. https://doi.org/10.18502/kss.v10i12.18857.

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This study explores trends in the gamification of language learning by analyzing 33 publications indexed in Scopus (2016–2024) using bibliometric methods. The results reveal a significant increase in publications, peaking in 2023, reflecting a growing academic interest. Gamification, through elements like rewards and leaderboards, broost student motivation and engagement, enhanced by virtual reality (VR) and augmented reality (AR) technologies. However, challenges such as long-term impact and technological limitations, especially in developing countries, remain. The study calls for further res

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Sam-Epelle, Ibelema, Olakunle Olayinka, and Peter Jones. "The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models." Sustainability 14, no. 15 (2022): 9251. http://dx.doi.org/10.3390/su14159251.

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Gamification’s adoption in the enterprise today is on the rise and provides benefits such as customer loyalty and increased employee engagement. In this article, the use of gamification in the enterprise is assessed in seeking to understand how fully gamified systems differ from related concepts such as toys, playful designs, and serious games. Given the increasing interest in enterprise gamification, it is useful to evaluate how it has evolved and its acceptance via a multidisciplinary lens. It is also critical to assess frameworks and approaches applied in understanding the trend. The curren

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Salim, Christopher, Aldi Ilham Firdaus, and Nopriadi Saputra. "Pengaruh digital engagement dan gamifikasi terhadap work engagement karyawan yang bekerja di Jakarta dan Tangerang." Jurnal Akuntansi, Keuangan, dan Manajemen 1, no. 4 (2020): 265–86. http://dx.doi.org/10.35912/jakman.v1i4.45.

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Purpose: The purpose of this study was to determine the level and the effect of digital engagement and gamification on work engagement of employees who work in Jakarta and Tangerang. Research methodology: This research used descriptive, comparative and associative methods. It used primary data through the questionnaire distribution with 401 respondents of employees who work in Jakarta and Tangerang. This study used multiple regression techniques as the data analysis technique. Results: The results of the study indicate that digital engagement has no influence on work engagement, but gamificati

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Wael Abbass Hafez, Dina, Mohamed Abd El Salam, Shimaa Farid, and Mahmoud Farouk. "The impact of gamification intention to use in e-learning through student attitude: evidence from Egyptian Private Higher Education Institutions (HIEs)." SocioEconomic Challenges 7, no. 2 (2023): 67–77. http://dx.doi.org/10.21272/sec.7(2).67-77.2023.

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The COVID-19 pandemic has forced many universities to move to online learning to sustain students’ education. Today’s Students are digital natives. They grew up with digital technologies and have different learning styles, new attitude to the learning process and higher requirements for teaching and learning. Indeed, there is a need to develop new e-learning models that transform education to sustain goals and achieve education’s objectives. Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create prerequisites for use of new approaches and techniques in order

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Di Nardo, Vincenzo, Riccardo Fino, Marco Fiore, Giovanni Mignogna, Marina Mongiello, and Gaetano Simeone. "Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review." Computers 13, no. 8 (2024): 196. http://dx.doi.org/10.3390/computers13080196.

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Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, i

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Andocilla Miranda, Emily Anahi, Joanna Vanesa Fiallos Alarcón, César Andrés Guerrero Velástegui, and Héctor Daniel Morocho Lara. "Gamificación como herramienta de marketing digital." Revista Tecnológica - ESPOL 36, no. 1 (2024): 135–50. http://dx.doi.org/10.37815/rte.v36n1.1167.

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This study addresses the need to improve customer retention and online interaction for "Flip Flop," a company with a customer base of 150 individuals dedicated to the production and marketing of footwear. The research focuses on implementing gamification as a strategic tool in digital marketing. The main objective is to determine the relationship between gamification and digital marketing to establish advertising strategies. The methodology followed a quantitative approach encompassing exploratory, descriptive, and correlational scopes. Data collection combined literature review with field res

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Ma, Xinyue. "Gamified EFL Instruction: Empirical Evidence for Enhanced Language Proficiency, Learner Motivation, and Idealized Bilingual Identity." Journal of Research in Vocational Education 7, no. 3 (2025): 55–63. https://doi.org/10.53469/jrve.2025.7(03).13.

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In recent years, the integration of gamification into mobile-assisted language learning (MALL) has gained prominence, driven by technological advancements and the global popularity of platforms like Duolingo. These tools leverage game mechanics—such as points, rewards, and interactive challenges—to enhance engagement and motivation in language acquisition. Grounded in Csikszentmihalyi’s (2008) Flow Theory, which posited that optimal learning occurred when challenges aligned with learners’ skills, gamification aims to create immersive, enjoyable experiences that foster sustained participation.

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Nurkhori, Arief, Alfina Rahmatia, Sri Handari Wahyuningsih, and Arni Surwanti. "Strengthening work engagement through digital engagement, gamification and psychosocial safety climate in digital transformation." Journal of Innovation in Business and Economics 5, no. 01 (2021): 35–48. http://dx.doi.org/10.22219/jibe.v5i01.17477.

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The problem faced in technological developments and during the pandemic is transforming employee habits from offline to online work engagement. This research aims to look at empirical evidence regarding the relationship between digital engagement, gamification, and psychosocial safety climate (PSC) on work engagement. This study employs a quantitative approach with structural equation modelling, analyzing a series of exploratory and confirmatory factors to determine the relationship between variables. This study uses primary data through a questionnaire of as many as 164 respondents with a pur

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Kassymova, G. K., M. Nursultan, and W. Xu. "Overview Study on Using Gamification in Education for Personality Development." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (2024): 335–45. http://dx.doi.org/10.47526/2024-1/2664-0686.27.

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Gamification in the educational process has attracted the attention of educators and policymakers over the past three decades because it can increase student motivation and engagement in various academic tasks. Intrinsic and extrinsic motivations have a special effect on the cognitive abilities of students in learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students have different perceptions of information, they can choose their activities based on their learn

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Karapakdee, Jaruwan, and Panita Wannapiroon. "Immersive Digital Storytelling Learning Experience with a Metaverse Gamification Game Platform to Enhance Game Developer Competency." International Journal of Information and Education Technology 13, no. 6 (2023): 890–98. http://dx.doi.org/10.18178/ijiet.2023.13.6.1884.

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This paper presents research on an immersive digital storytelling learning experience with a metaverse gamification game platform to enhance game developer competency. The objectives were; 1) to develop an Immersive digital storytelling learning experience with a metaverse gamification; 2) to assess the game management architecture an Immersive digital storytelling learning experience with a metaverse gamification; 3) to assess a model for creating an immersive digital storytelling learning experience and; 4) to assess the game developer competency of students studying using an immersive digit

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Tambe, Pravin M. "Review on: E-Learning with Gamification." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 01 (2025): 1–9. https://doi.org/10.55041/ijsrem41208.

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This study explores how students feel about gamification in e-learning, specifically looking at whether it enhances their motivation, engagement, and perceived quality of learning, ultimately impacting their overall satisfaction. The research follows a two-part process. First, key themes and concepts are identified through an in-depth literature review to create a framework for understanding gamification’s effects. Then, a survey tool is developed and distributed online, collecting responses from 409 students. Using Partial Least Square Structural Equation Modeling (PLS-SEM), the study examine

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Alnuaim, Abeer. "The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial." JMIR Serious Games 12 (August 23, 2024): e52017-e52017. http://dx.doi.org/10.2196/52017.

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Abstract Background In recent years, the integration of technology in education has revolutionized traditional learning paradigms. Digital literacy, a crucial skill in the 21st century, has become a vital aspect of modern education, enabling students to navigate, critically assess, and effectively use digital tools. As educators strive to boost engagement and learning outcomes, gamification has appeared as an auspicious pedagogical approach. By applying game mechanics to nongame contexts, gamification seeks to create a more immersive and digital learning experience. Objective This research pap

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Supriyanto, Supriyanto, and Jefree Fahana. "Gift-exchange Game Theory for Gamification on Digital Data Collection Systems." Lontar Komputer : Jurnal Ilmiah Teknologi Informasi 11, no. 1 (2020): 57. http://dx.doi.org/10.24843/lkjiti.2020.v11.i01.p06.

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Gamification is widely used to increase user motivation by applying game elements to things that are not game-based. For example, in a data collection system. Gamification is used to increase the motivation of users to want to get involved. The elements of the game that are often used are rewards, badges, and leaderboards. But some implementations have not been able to ensure increased user motivation. Gamification applied needs to consider the use of game theory. Game theory is used to determine the right gamification model for digital data collection. This paper discusses the application of

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Boltyshev, M. G. "Gamification of digital learning: Actual problems." Informatics and education 37, no. 3 (2022): 28–34. http://dx.doi.org/10.32517/0234-0453-2022-37-3-28-34.

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One of the priorities of modern education is methods of improving the quality of training activities, ways to involve and motivate students. Among these methods, we highlight the involvement in the learning process through game mechanics — gamification. The advantages of this approach are involvement in the learning process, as well as the activation of cognitive activity. Students, along with the acquisition of new experiences and the formation of various skills, also acquire a game experience that brings them pleasure. But the use of this method entails a number of significant difficulties f

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Duong, H. L., and T. K. Vo. "Understanding Educators’ Hesitation to Adopt Tailored Digital Gamification." Psychological Science and Education 29, no. 6 (2024): 67–80. https://doi.org/10.17759/pse.2024290605.

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<p>Tailored digital gamification holds significant promise for enhancing student engagement and learning outcomes. However, its adoption by Vietnamese lecturers remains limited. This qualitative study investigates the reasons behind their reluctance to embrace tailored digital gamification and explores the role of cultural factors. Interviews were conducted with lecturers from six universities in Vietnam. Findings reveal a preference for traditional teaching methods due to their familiarity and perceived effectiveness. Barriers to adoption include perceived complexity, lack of training,

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Rahardja, Fransisca, Lee Kyung Choi, Rizky Charles Wijaya, and Richard Andre Sunarjo. "Gamification in Digital Startups: Enhancing User Engagement and Business Growth." Startupreneur Business Digital (SABDA Journal) 4, no. 1 (2024): 1–11. https://doi.org/10.33050/sabda.v4i1.639.

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Gamification has become an essential approach for digital startups, offering innovative ways to boost user engagement and support business growth. By incorporating game-like elements such as rewards, challenges, and point systems into digital platforms, startups can enhance user interaction, satisfaction, and loyalty. This study investigates the role of gamification in increasing user engagement and driving business growth in digital startups. The research adopts a mixed-method approach, including surveys conducted with digital startups that have implemented gamification strategies, alongside

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Maia Miranda, Dennys, Raphael Rocha Laurentino, and Jean Mark Lobo De Oliveira. "GAMIFICATION: APPLYING THE PLAYFUL THROUGH DIGITAL GAMES." International Journal of Advanced Research 10, no. 11 (2022): 554–60. http://dx.doi.org/10.21474/ijar01/15699.

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This article has as object of study gamification in education, presenting a discussion about the importance of playful activity for the teaching-learning process through gamification in the construction of learning and points out the challenges of gamification in current education. Due to the intensive use of technologies today, the school needs to adapt to the context of this new era, seeking other strategies to teach and learn it. Gamification in education can be thought of as a possibility of innovation in current teaching and learning techniques, using ludicity and digital games as educati

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Tolentino, Alexandre Pereira. "Digital Gamification: Benefits and Challenges in Education." International Journal of Information and Education Technology 15, no. 5 (2025): 902–11. https://doi.org/10.18178/ijiet.2025.15.5.2296.

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This study explores the benefits and challenges of digital gamification as a pedagogical tool in the educational context. Through a systematic review and a practical case study carried out in a public school. The article examines the impact of gamification on student engagement, motivation, and performance. In the case study, students interacted with a role-playing game based on narrative elements, promoting collaborative and immersive learning. The systematic review revealed evidence pointing to the effectiveness of gamification compared to traditional teaching methods, but also identified ch

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Floryan, Mark, Philip I. Chow, Stephen M. Schueller, and Lee M. Ritterband. "The Model of Gamification Principles for Digital Health Interventions: Evaluation of Validity and Potential Utility." Journal of Medical Internet Research 22, no. 6 (2020): e16506. http://dx.doi.org/10.2196/16506.

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Background Although gamification continues to be a popular approach to increase engagement, motivation, and adherence to behavioral interventions, empirical studies have rarely focused on this topic. There is a need to empirically evaluate gamification models to increase the understanding of how to integrate gamification into interventions. Objective The model of gamification principles for digital health interventions proposes a set of five independent yet interrelated gamification principles. This study aimed to examine the validity and reliability of this model to inform its use in Web- and

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Yassin, Abdulnassir, Salman Rashid, and Husna Juma Mlwale. "Gamification and Smart Learning: A Framework for Digital Motivation." Journal of Educational Technology Innovation and Applications 1, no. 01 (2025): 1–8. https://doi.org/10.56741/jetia.v1i01.997.

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Integrating gamification techniques into smart learning environments has gained considerable attention as a method to enhance student engagement and motivation. This article explores the connection between gamification and smart learning by proposing a conceptual framework for digital motivation. Drawing upon existing literature, the paper identifies key components of gamification and smart learning and presents a model that leverages digital tools to improve educational outcomes. The results of various studies examining the effects of gamification in digital learning environments are discusse

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Pradheepa, A., K. Gurusamy, and T. Pushpanathan. "The role of language games in enhancing vocabulary acquisition: A meta-analysis." Australian Journal of Applied Linguistics 8, no. 1 (2025): 2073. https://doi.org/10.29140/ajal.v8n1.2073.

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This meta-analysis aims to investigate gamification's impact on improving second-language learners’ lexical repertoire. For this analysis 47 reviewed works are evaluated and discussed the effectiveness of gamified learning environments in the context of improving vocabulary and learning and remembering new vocabulary by the learners. This study adopted a meta-analysis review methodology for reviewing the above articles and also explores gamification methodologies, challenges and considerations, the influence of activity-specific experiences, the advancements in Digital game-based learning, the

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Vrcelj Božić, Ana, Nataša Hoić-Božić, and Kristian Stančin. "Technological Aspects of Gamification: Criteria for the Selection of Digital Tools and Platforms." European Conference on e-Learning 23, no. 1 (2024): 538–41. http://dx.doi.org/10.34190/ecel.23.1.2568.

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This work-in-progress paper describes research conducted as part of the ongoing project "Enhancing Motivation for Learning Through Gamification", whose main aim is to develop a pedagogical-technological gamification framework to help high school teachers design and implement gamification activities. The research will be conducted using the Design-Based Research (DBR) methodology. Currently, the project is focussing on researching the technological aspects of the gamification framework. This paper proposes criteria to consider when selecting digital tools and platforms for gamification and pres

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Mutiva, Sheilla Indiaka, Prof Ronald Waweru Mwangi, and Dr Jael Sanyanda Wekesa. "Digital Gamification: Application of Kahoot in Teaching ‎The Biology Subject." International Journal of Basic and Applied Sciences 14, no. 3 (2025): 197–205. https://doi.org/10.14419/2d70zq22.

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Digital technology has increasingly transformed the landscape of science education, positioning gamification as a powerful pedagogical tool ‎to enhance learner engagement and comprehension. This study investigates the application of digital gamification using ‘Kahoot!’ to enhance ‎comprehension of biology subject content among secondary school students. The study seeks to determine the effectiveness of digital ‎gamification in reinforcing students’ understanding of cell organelles; examine learners’ motivation during the gamified learning process; ‎and evaluate the impact of a digital gamifica

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Fazylzianova, G. I., T. Yu Sokolova, and V. V. Balalov. "Gamification Trends in Educational Communications in a Digital Society." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya, no. 1(29) (2021): 105–10. http://dx.doi.org/10.24151/2409-1073-2021-1-105-110.

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The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!»

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Popova, Tatiana V., Olga Ev Ermakova, Anna An Dolgova, and Natalia Al Chernykh. "Prospects and risks of gamification implementation in modern education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 2 (2023): 12–17. http://dx.doi.org/10.34216/2073-1426-2022-28-2-12-17.

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The article analyzes the prospects and risks of introducing gamification in modern education. The interdisciplinary nature of gamification is emphasized, which makes it possible to consider it as a business technology, a management tool, and a pedagogical technology. The relevance of the introduction of gamification in the educational process of organizations of various types is substantiated. The authors consider gamification as a technology of using game techniques in non-game situations in the educational process. The possibilities of gamification as an innovative pedagogical technology in

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Ariani, Farida, and Nora Afnita. "The Influence of Digital-Based Gamification on Student Engagement and Language Literacy Skills: A Study at Madrasah Tsanawiyah." Jurnal Komunikasi Pendidikan 8, no. 2 (2024): 141–56. http://dx.doi.org/10.32585/jurnalkomdik.v8i2.5036.

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The advancement of technology in education has revolutionized the learning process, transitioning from conventional to digital systems. Technology-based learning addresses the challenge of limited learning time for active students. Digital-based gamification for language learning in schools is a recent development, streamlining the teaching and learning process and enhancing outcomes. This study aims to assess the effectiveness of digital-based gamification models on the engagement and language literacy skills of eighth-grade students at Madrasah Tsanawiyah in Pariaman City. Using a quasi-expe

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Rohmah, Nur. "A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 3 (2022): 655. http://dx.doi.org/10.33394/jk.v8i3.5779.

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The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation str

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Dhasmana, Suruchi, and Shruti Gandhi. "Gamification of Primary Education." International Journal of Arts Architecture & Design 2, no. 1 (2024): 31–51. http://dx.doi.org/10.62030/2024januaryarticle3.

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Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which catapulted the education system into the digital domain. The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructi

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T R, Manu, and Bhakti Gala. "Gamification for Digital Humanities in Libraries." DESIDOC Journal of Library & Information Technology 43, no. 04 (2023): 241–48. http://dx.doi.org/10.14429/djlit.43.04.19259.

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Games or gamification is an application of the digital humanities that impacts learning and education in the digital era. It has been playing significant roles in user education and promoting the user services of libraries. Libraries conduct several activities to promote library services and educate users on their digital resources and services. They have been following the best practices of promoting the library services and developing the digital literacy skills of users through conducting library orientation programs, resource sharing, vendor talks, demonstrations, training & tutorial s

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Samiei, Mitra, Beglou Reza Rajabali, and Fatemeh Tak. "Identification of Gamification Components In Association With User`s Experience In The Services Of Digital Libraries." International Journal of Digital Content Management 4, no. 6 (2023): 59–83. https://doi.org/10.22054/dcm.2022.65436.1050.

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The present research has been done with a view to identifying gamification components in association with user`s experience in the services of digital libraries.&lrm; Typically, the research method has been a developmental and systematic review, and essentially an analytic one.&lrm; The data collection was carried out based on three major components: gamification, user experience, and digital library services.&lrm; 164 resources related to the three components have been found.&lrm; After filtering the resources at three phases, 12 resources at the first phase and 41 resources at the second pha

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Mamedov, A. K., and E. D. Korkiya. "Gamification of social practices." Moscow State University Bulletin. Series 18. Sociology and Political Science 29, no. 2 (2023): 197–218. http://dx.doi.org/10.24290/1029-3736-2023-29-2-197-218.

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Gaming practice is today the cutting edge of the formation of the future society, the period of global digital transformation of which can be fixed by the moment of total public involvement in digital reality in 2016, when augmented digital reality was massively introduced. Thus, completing the period of post-post-modernity, the expression of which was a person who is at a loss, and not in front of the “brave new world”, but in front of the elusive old one. To date, the grounds for forecasts have been accumulated, the way for which, the authors of the presented article will try to open with th

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Kim, Charmyee. "A study on teaching and learning beginner’s level of Korean using a digital learning program based on game elements: Focusing on the analysis of Kahoot’s gamification elements." Research Society for the Korean Language Education 20 (December 31, 2023): 1–22. http://dx.doi.org/10.25022/jkler.2023.20.001.

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This study investigates the gamification elements of Kahoot, a game-based digital learning program, and proposes a teaching and learning method that can be used for beginner’s level of Korean language education. Gamification is the application of game structures and principles to non-game fields to engage and focus users. By applying gamification to education, it is possible to utilize the extrinsic motivation of games to trigger the intrinsic motivation of games and maximize the effectiveness of education. An analysis of Kahoot, a digital learning program, based on the gamification elements i

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Smith, Keyonda, and Sandra Schamroth Abrams. "Gamification and accessibility." International Journal of Information and Learning Technology 36, no. 2 (2019): 104–23. http://dx.doi.org/10.1108/ijilt-06-2018-0061.

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PurposeThe purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.Design/methodology/approachJuxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challe

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Wiggins, Bradley E. "An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education." International Journal of Game-Based Learning 6, no. 1 (2016): 18–29. http://dx.doi.org/10.4018/ijgbl.2016010102.

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This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty

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Sharifi Hashjin, Maryam, Farzad Asayesh, and Mahmoud Ahmadi Sharif. "Structuring a Gamification Model in Digital Marketing Using Interpretive Structural Modeling (ISM)." Management Strategies and Engineering Sciences 6, no. 1 (2024): 115–25. https://doi.org/10.61838/msesj.6.1.12.

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This study aims to explore the impact of gamification elements on customer engagement, brand loyalty, and sustainable consumer behavior within the context of digital marketing. By utilizing Interpretive Structural Modeling (ISM), the study seeks to identify key factors that influence how gamification enhances the customer experience and promotes positive brand interaction. Additionally, the research aims to understand how gamification can drive sustainable behaviors among consumers, particularly in industries that emphasize eco-friendly practices. The study used a mixed-method approach combini

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Gulzada, Kamalova. "USING GAMIFICATION IN DEVELOPING STUDENTS' CREATIVE COMPETENCE." Multidisciplinary Journal of Science and Technology 4, no. 6 (2024): 471–75. https://doi.org/10.5281/zenodo.12475464.

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This text provides a comprehensive overview of the evolution of gamification in education, particularly its application in developing students' creative competence. It traces the historical development of gamification from its early emergence in non-game contexts to its integration into educational software and digital games. The discussion highlights key milestones, such as the expansion of digital games in the 2000s and the popularization of gamification in the early 2010s. It emphasizes the recent shift towards using gamification specifically to foster creativity, detailing various strategi

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Araújo, Inês, and Ana Amélia Carvalho. "Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers." Education Sciences 12, no. 3 (2022): 191. http://dx.doi.org/10.3390/educsci12030191.

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Although there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers’ implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers’ training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamific

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Sukmaningsih, Dyah Wahyu, Edi Abdurachman, Agung Trisetyarso, and Betty Purwandari. "Integrated Digital Nudge in Gamification for Public Transportation Applications." Information 16, no. 7 (2025): 530. https://doi.org/10.3390/info16070530.

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A shift from private to mass transportation is one of the main goals of many governments. In this context, integrating digital nudges into gamification on digital platforms is a promising approach to influencing and changing user behavior. This study emphasizes the importance of understanding user needs and design requirements in developing effective solutions. A mixed-methods approach combined user interviews, expert interviews, thematic analysis, HEXAD questionnaires, and gamification workshops to collect and analyze needs. These methods comprehensively understand user expectations, gamifica

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Dakhin, Alexander Nikolayevich. "Pedagogy of gamification." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 27–34. http://dx.doi.org/10.15293/1812-9463.2103.03.

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The article deals with the issues of didactic support of students ‘ play activities that contribute to improving the effectiveness of education. Gamification is exactly the tool that ensures the motivated involvement of students in the cognitive sphere, and social, physical and communicative activity is the applied result of the introduction of this tool into the structure of both general and pedagogical education. The purpose of this article is to present the methodological grounds for the use of the game both in the organization of children’s recreation and in the didactic provision of pedag

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He, Min. "Exploration on the Application of Digital Gamification Learning in Second Language Education." Journal of Education and Educational Research 8, no. 2 (2024): 185–88. http://dx.doi.org/10.54097/68mgb817.

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This paper aims to explore the application of digital gamification learning in second language education. As a popular educational tool, digital games are interactive, interesting and motivating, and are widely used in the field of language education. This article first introduces the advantages of digital games in education, and then discusses the importance and benefits of digital game learning in second language education. Next, the paper discusses the design principles and methods of digital gamification learning, and puts forward some relevant implementation strategies. Finally, it summar

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Barokati Seliro Wangi, Nisaul, Paisal Halim, Syamsiah Badruddin, et al. "Gamification Framework and Achievement Motivation in Digital Era : Concept and Effectiveness." International Journal of Engineering & Technology 7, no. 3.6 (2018): 429. http://dx.doi.org/10.14419/ijet.v7i3.6.17487.

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Students’ passive activities, such as reading and watching activity make learning process can't run well. Only active communication with their colleagues, facilitators, and other learning resources make process run well. In this case, we use gamification to improve student's learning motivation. This study used four scales to obtain consistent and measurable data. Scale 1 and 2 were to analyze the level of knowledge about gamification framework, Scale 3 for concept and effectiveness and Scale 4 for fun learning. In conclusion, entrepreneurship courses through gamification runs effectively beca

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Jomon, Jose M., and S. Aithal P. "The Influence of Gamification on Customer Experience in Digital Banking Practices." International Journal of Management, Technology, and Social Sciences (IJMTS) 8, no. 3 (2023): 280–93. https://doi.org/10.5281/zenodo.8274176.

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<strong>Purpose:</strong><em> In a world that increasingly revolves around technology and digital interactions, businesses strive to provide engaging and personalized experiences to their customers. In the realm of banking, this endeavor has given rise to the incorporation of gamification techniques to enhance customer engagement and satisfaction. Gamification, the utilization of game plan standards and mechanics in non-game settings, has arisen as a useful asset in various industries, including digital banking. This article explores the influence of gamification on customer experience in the

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Park, Hyoung-bin. "Unification Education and Gamification in the Digital Natives Era." Journal of Ethics Education Studies 55 (January 31, 2020): 337–64. http://dx.doi.org/10.18850/jees.2020.55.12.

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Gómez, Sebastián. "“Good Icing can’t Change an Average Cake”." Digital Culture & Society 5, no. 2 (2019): 61–82. http://dx.doi.org/10.14361/dcs-2019-0205.

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Abstract Research on the impact of gameful experiences on the automation of labour and value creation is in need of a critical reformulation. The results presented in this study developed from a critical reading of the current literature on gamification and its internal struggles. I question what the gamification of work is, this time including knowledge collected by decades of academic research in the field of digital cultures and society, converging in a diverse yet attuned corpus of neomaterialist, post-anthropocentric, anti-Humanist, and intersectional theories of politics, algorithmic cul

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Siregar, Yunarni, Ifan Iskandar, and Ratna Dewanti. "Teaching Indonesian Speaking Skills with A Gamification Approach." English Education Journal 13, no. 3 (2022): 361–72. http://dx.doi.org/10.24815/eej.v13i3.26190.

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Speaking skills are essential language skills to master in the digital era. Indonesian teachers are therefore challenged to develop approaches and materials according to the development of students in this era. Gamification is an approach that Indonesian language teachers can develop to be more effective and make students involved in learning. This study intends to further explore gamification's effectiveness in learning speaking skills. The research is a quasi-experimental study involving 34 students of class XI IPS MAN 4 Jakarta in one learning session. All students were involved in total sa

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