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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 learning preferences. This article provides an overview study on using gamification in education for personality development. According to the research topic, ten gamified learning cases are analysed and the relevance of digital gamification in education is identified. This study focuses on gamification's influence on personal development through learning, gamification in learning and business, the role of gamification in education and the role of the English language in business by implementing gamification. As a result, the authors highlight the role of English in business and the use of gamification in language teaching as a foreign language. In addition, the authors identify research gaps and suggest potential future research directions in this area.
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Irunokhai, E. A., P. N. Meduna, J. O. Adigun, C. A. Jeje, and S. A. Wealth. "Gamification as Catalyst for Enhanced Learning Outcomes in Upper Basic Education in Ilorin Metropolis, Kwara State, Nigeria." Journal of Applied Sciences and Environmental Management 28, no. 11 (2024): 3619–24. https://doi.org/10.4314/jasem.v28i11.15.
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Gamification is adding game mechanics into non-game environments, such as a website, online community, learning management system or even business intranet to increase participation. Consequently, the objective of this paper is to evaluate the impact of gamification as a catalyst for enhanced learning outcomes in upper basic education in Ilorin Metropolis, Kwara State, Nigeria using various standard and appropriate techniques. The study revealed that gender does not influence the teachers’ perception about gamification’s effectiveness as an instructional strategy, male and female teachers had relatively similar challenges in implementing gamification, the challenges faced by teachers in implementing gamification teaching strategy in order of severity include lack of appropriate technology, curriculum alignment issues, insufficient training and professional development, time constraints and it was discovered that gamification contributes significantly to students’ academic improvement as gamification increases student engagement and participation in class.
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Tayal, Swati, and K. Rajagopal. "Gamification with Codeathon for Productivity Toward Sustainable Development Goal 8 – Decent Work and Economic Growth." Brazilian Journal of Operations & Production Management 21, no. 4 (2024): 2089. http://dx.doi.org/10.14488/bjopm.2089.2024.
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Goal: This study aims to examine the Gamification application of Productivity with Codeathon, which can make employees more engaging at work. The growing presence of Information technology in the industry is increasing the demand for a skilled workforce and further making them productive. Gamification's growing popularity among the industry and academicians is bringing new emerging forms that are beneficial to influence the user experience. However, there are many areas in which gamification has yet to benefit the user experience. The study analyzed the gathered data using confirmatory factor analysis, and the later section detailed the study analysis using a structural equation method. Design/Methodology/Approach: An online questionnaire gathered data from IT professionals to adopt the exploratory research, where respondents from Pune, India, were the study participants. The statistical approach adopted for this study was factory analysis followed by structural modelling with the help of tools such as IBM SPSS and Amos, which adds to the empirical Gamification contribution. Results: The study indicated a relationship between Gamification and Productivity among IT employees, where Autonomy was a mediator factor. Limitations of the investigation: This study primarily focused on the information technology sector among Generation Z and Y, but future research can explore other industries and countries. Practical Implications: Gamification encourages the participants' motivation level, making them productive at work and bringing sustainability. Companies shall organize gamified events like Codeathon and encourage their employees' participation, and therefore, the human resources team shall include it as part of their annual budget and planning. Originality/value: There is limited study in the Codeathon, and this research contributes by analyzing the Gamification aspects with Competition and Autonomy. It addresses the organization's emerging need for productivity issues, making it one of the limited studies in the Gamification with Codeathon. As a result, this study addresses the sustainable development goal 8 to bring and attain sustainability for work.
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Zakaria, Nor Zaitul Shahira, and Hanifah Mahat. "EXPLORING GAMIFICATION ELEMENTS IN EDUCATION: A BIBLIOMETRIC STUDY." International Journal of Modern Education 6, no. 23 (2024): 769–84. https://doi.org/10.35631/ijmoe.623052.
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This bibliometric study examines the integration of gamification elements within educational contexts, highlighting trends, influential research, and collaborative networks in the field. Gamification, increasingly recognized for its potential to enhance student engagement and motivation, has become a focal point in educational research. However, there remains a need for a comprehensive analysis to map its development, identify key contributors, and evaluate its impact. This study addresses these gaps by analyzing 1,637 documents from the Scopus database, focusing on publications related to gamification in education. Methodologically, Scopus Analyzer was used to identify publication trends, while VOSviewer software facilitated keyword mapping and co-authorship network analysis. The results reveal a steady increase in research activity, particularly since 2020, reflecting a growing acceptance of gamification as a viable educational tool. Key findings reveal that "gamification," "engagement," and "motivation" are frequently occurring keywords, indicating core themes within the field. The United States, Spain, and the United Kingdom emerged as the leading contributors in terms of publications and collaborations, highlighting significant international interest. Additionally, prominent authors have contributed substantially to advancing theoretical and practical knowledge on gamification's application in diverse educational settings. Despite this progress, gaps remain in standardized frameworks and longitudinal studies assessing gamification's long-term impact. In conclusion, the study underscores the extensive research interest in gamification within education, its established benefits, and the collaborative efforts across countries. Thus, future research should focus on addressing identified gaps by developing structured frameworks and conducting studies that evaluate the sustained effectiveness of gamified interventions across various educational contexts. This bibliometric analysis provides a foundation for educators, researchers, and policymakers to understand the evolving landscape of gamification in education.
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Legala Sreya and Dr. B. Lavanya. "A Study of Gamification in Select Service." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 09 (2024): 2829–33. http://dx.doi.org/10.47392/irjaem.2024.0414.
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The study on gamification aims to provide actionable insights for organizations by exploring employee perceptions, adoption, and challenges of gamification in HR functions across IT, banking, and education sectors. Data collected via structured questionnaires revealed positive employee outlooks on gamification's potential to enhance engagement, motivation, and skill development, but also highlighted concerns about task oversimplification, distractions, and unhealthy competition. Statistical analyses, including ANOVA, indicated significant sector-based differences, emphasizing the need for tailored strategies to address specific challenges in each sector.
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Park, Sungjin, and Sangkyun Kim. "Patterns Among 754 Gamification Cases: Content Analysis for Gamification Development." JMIR Serious Games 6, no. 4 (2018): e11336. http://dx.doi.org/10.2196/11336.
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Jaffar, Mohammad Najib, Azman Ab. Rahman, Mohammad Imran Ahmad, Mohd Adi Amzar Muhammad Nawawi, Kirembwe Rashid Abdul Hamed, and Naqibah Mansor. "Development of Arabic Vocabulary Gamification Model: A Pilot Study." Journal of Advanced Research in Computing and Applications 34, no. 1 (2024): 1–18. http://dx.doi.org/10.37934/arca.34.1.118.
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Gamification is the trend of Teaching and Learning (TnL) of the 21st Century that can attract the attention of students of Generation Z. Arabic teaching and learning is no exception leveraging the use of gamification as a new strategy in the world of education. A lot of the game applications developed by the operators and usability studies conducted by the academia to ensure the Arabic language is not lagging in leveraging technology in education. The predominance of the Arabic language using gamification and its effectiveness in the acquisition of vocabulary has to be seen to gamification developed not just for personal satisfaction but to be able to pay the interest and benefit to the teacher. This pilot study aims to develop a model gamification of Arabic vocabulary. It uses a quantitative method to carry out a sampling of purposive sampling of the teachers of the Arabic language in MRSM Gemencheh who use the Arabic KSSM textbook. The findings were analyzed using SPSS version 25 for the descriptive analysis. The results of the study found that teachers' perception towards all of the components in the acquisition of Arabic vocabulary use gamification is at a very high level. This shows teachers generally know the purpose of gamification in the TnL, in addition, agree that gamification of student’s interest and mastery of the Arabic language can be enhanced. Furthermore, teachers also strongly agreed that the acquisition of vocabulary through gamification is one of the effective ways in the TnL. Hopefully, this study can provide benefits to the readers related to the acquisition of Arabic vocabulary using gamification.
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Gaonkar, Dr Sudhakar, Dr Dur Khan, Manisha Manisha, and Ashish Singh. "Impact of Gamification on Learning and Development." Journal of Advances in Education and Philosophy 6, no. 2 (2022): 63–70. http://dx.doi.org/10.36348/jaep.2022.v06i02.003.
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Gamification in learning and instruction is thought to appeal to a wide range of learners by increasing motivation, learner engagement, and social impact. This study aims to give a synthesis of the empirical findings of state-of-the-art literature in the burgeoning topic of gamification in the learning and teaching domain. It presents the most recent scientific evidence on developing trends in technology education and gamification plugins, but also extending the possibilities for future research directions in using gamification to transform instruction and learning. The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. Various responses and observation were made from employees to study the behavior in a controlled environment in order to understand the level of competency, social relatedness, meaning full task and there decision making freedom.
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Platonova, Valerija, and Solvita Berzisa. "GAMIFICATION FRAMEWORK FOR SOFTWARE DEVELOPMENT PROJECT PROCESSES." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 114. http://dx.doi.org/10.17770/etr2019vol2.4142.
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Gamification methodology has a positive impact on software development (SD) processes, contributes to better product quality production and team involvement. To show how gamification can be used to motivate the SD project team to carry out daily routine activities and document it in PM tool the gamification framework is proposed in this paper. With this gamification framework is also tried to solve project manager challenge to get actual information in PM tool entered by the project team for correct reporting of project status and process overview. A prototype of a gaming tool has been developed, which is based on Jira's app functionality and is implemented as a plugin.
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Rahayu, Flourensia Sapty, Lukito Edi Nugroho, Ridi Ferdiana, and Djoko Budiyanto Setyohadi. "Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation." Sustainability 14, no. 14 (2022): 8906. http://dx.doi.org/10.3390/su14148906.
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The COVID-19 pandemic has changed how the education system operates. The shift from face-to-face learning to online learning generated many problems, including decreasing students’ motivation and engagement. Gamification has been used as one of the solutions to overcome the problem of low motivation and engagement in learning. The current study aims to examine students’ behavioral change when using e-learning with gamification, investigate gamification elements that are important to students and how it influences students’ motivation and engagement, and investigate whether population characteristics may influence students’ motivation and engagement. Qualitative methods were employed to gather and analyze the data. The thematic analysis resulted in six main themes. The findings revealed that there were behavioral changes in students during gamification implementation, i.e., from negative to positive and from positive to negative. Four gamification elements were found to be the most important gamification elements to students, i.e., points, leaderboard, badges, and gamified test. The mechanism of how these elements influenced motivation and engagement was discussed. The population characteristics of final-year students also had an impact on gamification effectiveness. Despite gamification’s capabilities to influence motivation and engagement, there are some concerns related to negative impacts that must be addressed in the future.
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Chee Hoo, Wong, Veera Pandiyan Kaliani Sundram, Ahmad Rais Mohamad Mokhtar, et al. "Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions." Edelweiss Applied Science and Technology 8, no. 6 (2024): 18–30. http://dx.doi.org/10.55214/25768484.v8i6.1703.
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Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.
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Latip, Siti Nur Nadhirah Abdul, Md Mamun Habib, Muhammad Safuan Abdul Latip, and Masliana Tamrin. "Gamification in Training and Development: Conceptualizing Employee Perspectives." Business and Management Horizons 12, no. 1 (2024): 54. http://dx.doi.org/10.5296/bmh.v12i1.22274.
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Gamification, which includes game components in non-gaming environments, has gained popularity across various organizations to enhance training and development. This study aims to explore the literature on the potential elements influencing employees ‘acceptance of gamification in training settings. Key variables explored include social influence, performance expectancy, self-efficacy, and age. By examining these factors, this conceptual study offers valuable insights for organizations aiming to implement gamification strategies effectively. The study provides a theoretical foundation for organizations to leverage gamification and highlights its role in fostering continuous professional development, inspiring organizations to embrace this innovative approach. Furthermore, the study highlights potential areas for future empirical research.
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Helmefalk, Miralem. "An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes." International Journal of Serious Games 6, no. 1 (2019): 3–26. http://dx.doi.org/10.17083/ijsg.v6i1.262.
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As gamification literature has matured, the gap between how different domains apply the theory has widened. This has positioned gamification as being more dependent on context, rather than being an independent theory per se. To address this notion, three concepts are identified as being central for how a gamificator, the one responsible for gamifying, gamifies a process. These are mechanics, mental mediators and desired outcomes. Following this logic, a review was conducted using 77 (n) articles across seven disciplines, namely health and wellness, crowdsourcing, sustainability, computer science, software development, business, and tourism. The findings highlighted potentially causal and correlational relationships between several concepts when gamifying a situation, context, service or/and process. This research presents an alternative and uniform perspective on the broad gamification research to better understand how gamification functions and can be employed to impact various outcomes. Furthermore, this research contributes to this rather eclectic domain, presenting a more categorized view in showing domain-specific mechanics and how these can be employed for empirical testing. Lastly, the conceptual model can be modified, employed and adjusted to investigate various effects of gamification on outcomes.
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Hussein, Elham, Ashraf Kan’an, Abeer Rasheed, et al. "Exploring the impact of gamification on skill development in special education: A systematic review." Contemporary Educational Technology 15, no. 3 (2023): ep443. http://dx.doi.org/10.30935/cedtech/13335.
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Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.
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Kashtanova, YEkatyerina, and E. Zhgutova. "APPLICATION OF GAMIFICATION TOOLS IN THE PROCESS OF TRAINING AND DEVELOPMENT OF THE PERSONNEL RESERVE." Management of the Personnel and Intellectual Resources in Russia 12, no. 1 (2023): 52–56. http://dx.doi.org/10.12737/2305-7807-2023-12-1-52-56.
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The article discusses the concept of gamification in personnel management, provides examples of the use of gamification in various processes of personnel management in the organization, defines the role of gamification in the system of personnel training and development. The characteristics of the main gamification tools that can be used in the process of personnel training, in particular in the process of working with the personnel reserve, are given. As an example of using gamification, the authors describe the architecture of a mobile application for training and development of the personnel reserve, which contains most of the gamification tools considered.
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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 challenges that must be overcome for gamification's effective and efficient implementation are highlighted. The results of this article propose the design and implementation of gamification strategies to develop digital competencies in teachers, thus strengthening their preparation and skills to face the challenges of education in the digital era.
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Buckley, Jim, Tabea DeWille, Chris Exton, Geraldine Exton, and Liam Murray. "A Gamification–Motivation Design Framework for Educational Software Developers." Journal of Educational Technology Systems 47, no. 1 (2018): 101–27. http://dx.doi.org/10.1177/0047239518783153.
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Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as “motivational affordances,” and formalizing the relationship between these elements and motivational affordances, it is the position of this article that gamification can be effectively applied to improve software systems across many different application domains. The research reported here aims to formalize the relationship between game elements and motivation, toward making gamification’s use more systematic. The focus is on the development of a framework linking commonly occurring game elements with the components of a psychological motivational model known as the self-determination theory, coupled with a proposed framework of commonly occurring game elements. The goal is to inform system designers who would like to leverage gamification of the game elements they would need to employ as motivational affordances.
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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 current article concludes that a value-oriented approach is needed for a more comprehensive understanding of enterprise gamification acceptance and users’ experience, particularly in today’s workforce that is largely dominated by millennials.
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Hamuddin, Budianto, Jewine Saragih Priambada, Indarwati Indarwati, Wahyuni Sakka, and Muh Ridha Anugrah. "Engage, Play, Learn: A Systematic Literature Review on the Impact of Gamification on Young Learners’ English Skills." Utamax : Journal of Ultimate Research and Trends in Education 6, no. 3 (2024): 232–43. https://doi.org/10.31849/utamax.v6i3.19500.
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This systematic literature review investigates the impact of gamification on young learners’ English language skill acquisition, addressing a research gap in understanding its specific contributions to engagement, motivation, and academic outcomes. By analyzing 26 peer-reviewed articles published between 2019 and 2024, sourced from Crossref, Scopus, and Semantic Scholar, this study categorizes findings into four themes: learner autonomy and motivation, vocabulary mastery, classroom participation and academic achievement, and intrinsic motivation. The results reveal that gamification significantly enhances learner autonomy and intrinsic engagement by integrating game-like elements such as leaderboards and progress trackers. Vocabulary acquisition benefits from contextualized and repetitive gamified activities, which improve retention and recall. Gamification also fosters classroom participation and academic success by creating inclusive and interactive learning environments, often aligned with cognitive frameworks like Bloom’s Taxonomy. However, the review identifies challenges such as inconsistent methodologies, technical limitations, and the novelty effect, which can influence the sustainability of gamification’s benefits. Despite these limitations, this study underscores gamification’s transformative potential in fostering dynamic, learner-centered environments that align with modern educational goals. The findings emphasize the need for thoughtfully designed gamified strategies that address diverse learner needs while promoting intrinsic motivation and sustained engagement. Future research should focus on longitudinal studies, the differential effects of competitive and collaborative gamification, and the integration of emerging technologies like AI and VR to further optimize gamified language education. These insights provide a foundation for innovative curriculum development and policy-making in education.
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Aris Triwahyu Febriansah, Aris Syaifuddin, and Yerry Soepriyanto. "GAMIFICATION DEVELOPMENTS IN EDUCATION." Scholaria: Jurnal Pendidikan dan Kebudayaan 14, no. 2 (2024): 177–86. http://dx.doi.org/10.24246/j.js.2024.v14.i2.p177-186.
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Gamification is an emerging trend in many sectors and is being adopted in many different contexts for a variety of purposes. Gamification has the potential to increase motivation, participation and social influence among its users. In education, it has proven to be effective in increasing student interest in learning, as well as providing challenges that can improve the quality of learning materials. The incorporation of gamification elements in learning has been shown to positively impact learners by fostering motivation, engagement, skill development and a sense of achievement, thereby enhancing the overall learning experience. This article aims to outline the growth of gamification implementation in Indonesia both conceptually and empirically in education. It is important to map the application of gamification in Indonesia that is published in journals published in Indonesia. The method used in this research is Systematic Literature Review, data obtained from the publication portal site gerba digital reference (Garuda) with the keyword used is "gamification" in 2018-2022. The findings of this study state that there has been an increase in the use of gamification during the Covid-19 pandemic. Higher education is the level of education that uses the most gamification approaches in learning activities. Points and leaderboards are the most widely used elements to motivate and increase learner engagement. Gamification is proven to make the learning environment more interactive.
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Karmanova, E. V., and V. A. Shelemetyeva. "Hard and light gamification in education: Which one to choose?" Informatics and education 1, no. 1 (2020): 20–27. http://dx.doi.org/10.32517/0234-0453-2020-35-1-20-27.
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The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.
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Mutholib, Abdul, Ma’rifatul Munjiah, and Syamfa Agny Anggara. "The Use of Gamification in Teaching Writing Skills to Junior High Students | Istikhdām Al Tal’īb Fī Ta’līm Mahārah Al Kitābah Lada Thullāb Al Madāris Al Muthawassithah." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 7, no. 1 (2023): 72–87. http://dx.doi.org/10.15575/jpba.v7i1.23894.
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Writing as a language skill is still considered a language skill that is categorized as very difficult. Various kinds of problems arise in learning to write Arabic because writing skills are skills that combine various disciplines. Therefore, teachers must continually innovate in the learning process, such as choosing a learning model or using various learning methods, one of which is gamification-based Arabic learning. Gamification is a modern educational strategy popular in the West, namely educational stimulation by applying game elements and principles in non-game contexts. This article describes Gamification's use in teaching high school students writing skills. The research method used is the descriptive method with the desk research method. The results of the study show that the use of Gamification in teaching writing skills can improve the quality of learning, especially in Arabic, so that students can master writing skills in an easy and fun way, and can lead to the development of teaching writing skills in a social context following their interests, motivations, and needs Student. This study recommends further research to test the effectiveness of Gamification on other Arabic language skills with a more varied research method.
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Liu, Chyong-Ru, Yao-Chin Wang, Wen-Shiung Huang, and Wan-Ching Tang. "Festival gamification: Conceptualization and scale development." Tourism Management 74 (October 2019): 370–81. http://dx.doi.org/10.1016/j.tourman.2019.04.005.
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Armstrong, Michael B., and Richard N. Landers. "Gamification of employee training and development." International Journal of Training and Development 22, no. 2 (2018): 162–69. http://dx.doi.org/10.1111/ijtd.12124.
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Astashova, Nadezhda Alexandrovna. "Gamification of pedagogical education: development prospects." Izvestia of the Russian Akademy of Education, no. 4 (2022): 155–65. http://dx.doi.org/10.51944/20738498_2022_4_155.
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Fraga, Carla, Lucília Cardoso, Ercília de Stefano, Luís Lima Santos, and Natália Motta. "Mapping Gamification for Sustainable Urban Development: Generating New Insights for Tourism Education." Tourism and Hospitality 6, no. 1 (2025): 17. https://doi.org/10.3390/tourhosp6010017.
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Although scientific literature already shows the connections between gamification, tourism and sustainability, there is still a gap in research into how gamification can transform cities into more playful, sustainable and intelligent tourism destinations. Gamification in tourism promotes engagement, education and innovation, enriching experiences and driving the development of smart destinations. This study advances this debate by employing a mixed methodology, combining a systematic review (supported by Rayyan, an artificial intelligence) and content analysis (supported by Iramuteq, a textual software, version 0.7 Alpha 2). Additionally, we used Dreamscape by Voyant Tools online for a geographical analysis of the textual corpus formed by n = 61 abstracts. The intersection of main findings from the techniques applied provides eight new insights on urban tourism education through gamification, which are as follows: (1) exchange between the Global North and South; (2) local and global participation; (3) collaborations to achieve the 17 SDGs; (4) improve urban destination marketing by ethics principles; (5) deepening disruption technology and ethics studies; (6) the transformation of reality by sciences; (7) gamification on interdisciplinary perspectives; and (8) the role of gamification on the tourism and hospitality industry. The results suggest that gamification in tourism can offer a new ontological approach to addressing sustainable urban development, highlighting both theoretical and practical challenges. This research has both theoretical and practical implications, advancing the concept of ecogaming by integrating technology, entertainment and sustainability, and reinforces its potential to educate and engage in sustainable urban tourism practices.
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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 cultures and social justice (see Braidotti/ Hlavajova 2017). Findings suggest the experimental development of gamification technologies materializes from an interest in governance through the automation of behavioural management, resulting in the forced correction of non-normative bodies through self-optimization. Beyond colonial, anthropocentric binaries, gamification’s genealogy is not found in the overcoming of the Eurocentric distinction between work and games, but in the algorithmic architecture of techno-capitalism.
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Antonopoulou, Hera. "The Role of Gamification in Enhancing Cognitive and Neuropsychological Learning: A Review." Technium BioChemMed 11 (December 17, 2024): 45–61. https://doi.org/10.47577/biochemmed.v11i.11970.
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This paper explores the intersection of gamification and educational practices, focusing on cognitive and neuropsychological dimensions. It comprehensively reviews theories and models relevant to cognitive and neuropsychological learning, highlighting gamification's potential to enhance engagement, motivation, and academic performance. The study evaluates empirical evidence supporting the efficacy of gamified interventions across mainstream, higher education, and vocational training contexts, emphasizing the importance of clear objectives, immediate feedback, and balanced challenges. The paper underscores the growing role of technology-driven advancements—such as mobile learning, virtual reality, and artificial intelligence—in personalizing learning experiences and reshaping teacher roles. Additionally, it addresses the implications of gamification in promoting mental health, emotional intelligence, and social justice within educational frameworks. The need for meticulous planning in the implementation of gamification strategies and further empirical research to validate their effectiveness is emphasized. Ultimately, this research aims to inform the development of serious games targeting cognitive and neuropsychological skills across diverse age groups and educational settings.
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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 sampling and received treatment as a whole without a control group. The data were observed using a questionnaire according to the curriculum target and analyzed by frequency distribution. The results showed that gamification improved students' abilities, learning motivation, and engagement. The implication is that the gamification designed in this study can be further developed in accordance with the study's limitations. The game can also be developed digitally.
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Angco, Robert Jay, Mila Mae Caballero, Rizza Caumeran, Ariel Grijaldo, Jr., and Norly R. Plasencia. "A Gamified Instruction in Teaching Physical Education: A Meta-Synthesis." HUMAN BEHAVIOR, DEVELOPMENT and SOCIETY 26, no. 1 (2025): 24–36. https://doi.org/10.62370/hbds.v26i1.278090.
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Abstract Aim/Purpose: This study aimed to synthesize findings from 14 qualitative and mixed-methods studies to provide a comprehensive understanding of gamification’s impact on physical education (PE). By identifying key themes, benefits, and challenges, this research offers insights into optimizing gamification strategies for effective PE instruction. Introduction/Background: Gamified instruction has emerged as a transformative educational tool, leveraging game mechanics like rewards, challenges, leaderboards, and feedback loops to enhance engagement and motivation. In PE, gamification offers unique opportunities to address traditional challenges by creating dynamic and interactive learning environments. The integration of gamification in PE is aligned with contemporary pedagogical approaches emphasizing student-centered learning and active participation. Research has shown that gamified strategies can significantly enhance students' enthusiasm, encourage teamwork, and improve physical performance. Despite these advantages, challenges such as increased teacher workload and the need for well-planned implementation strategies remain. This study has synthesized existing research to provide a holistic understanding of gamification's effects in PE, helping educators and policymakers to navigate its complexities while maximizing its benefits. Methodology: This study employed a meta-synthesis approach to integrate findings from 14 prior qualitative and mixed-methods studies on gamification in physical education (PE). A PRISMA diagram was used to systematically summarize the selection process, ensuring transparency and rigor in the inclusion of studies. To assess the quality and reliability of the selected studies, the Critical Appraisal Skills Programme (CASP) was applied. Content analysis was then conducted to identify recurring themes, allowing for a structured synthesis of the data. Through this method, the study provides a comprehensive overview of gamification's impact on PE, highlighting both its benefits and challenges. Using Publish or Perish software, Google Scholar, Semantic Scholar, and Crossref, some academic publications connected to gamification in teaching and learning physical education were found in an electronic database for scholarly research. All research published from 2020 to 2024 that was pertinent to using gamification in teaching and learning physical education was downloaded and examined. Further, the descriptors or keywords entered into the software were qualitative, basic education, gamification, and physical education. Findings: The five primary themes that emerged from the content analysis were that gamification: Increases Student Enthusiasm and Engagement. Gamification significantly boosted student motivation by incorporating elements such as competition, rewards, and game-like scenarios, making PE classes more engaging and dynamic. Encourages Teamwork and Meaningful Learning. Studies highlighted that gamified PE promoted collaborative learning, enhanced peer interaction, and helped students develop essential social and teamwork skills. Improves Physical Performance. Gamification positively influenced students’ physical activity levels, leading to measurable improvements in endurance, coordination, and overall fitness. Adds to Instructors' Workload and Preparation. Implementing gamified strategies requires resource management, extensive planning, and continuous monitoring, increasing demands on teachers. Implementing Challenges. Educators faced difficulties in balancing intrinsic and extrinsic motivation, ensuring inclusivity, and maintaining engagement without overemphasizing competition. Transforms Teaching and Learning Physical Education through Gamification While Navigating Its Complexities emerged as a meta-theme. Gamification significantly boosted student motivation and participation by incorporating rewards, challenges, and teamwork, aligning with modern pedagogical approaches. However, challenges such as increased teacher preparation and resource demands highlighted the need for strategic planning. Contribution/Impact on Society: This study contributes to the existing body of knowledge on gamification by synthesizing qualitative and mixed-methods research findings to offer a broader perspective on its application in PE. The results emphasized that gamification is not merely a novel instructional approach, but a transformative strategy that can enhance student engagement and learning outcomes. Additionally, by fostering increased participation in physical activities, gamification contributes to broader public health goals by promoting lifelong physical activity habits among students. These insights are valuable for educators, curriculum designers, and policymakers aiming to optimize PE instruction through innovative and research-based strategies. Recommendations: These include aligning gamified strategies with curricular goals, training teachers, and balancing extrinsic and intrinsic motivators. In this manner, gamification can create dynamic and inclusive PE environments, fostering meaningful learning and lifelong physical activity. Future research should explore its long-term impacts and how to optimize implementation to maximize benefits. Research Limitation: Despite its comprehensive approach, this study had certain limitations. First, it relied on previously conducted qualitative and mixed-methods studies, which may have methodological variations affecting the synthesis. Additionally, the scope of the study was constrained by the number of available high-quality research articles on gamification in PE. The findings predominantly focused on short-term impacts, leaving the long-term effects of gamification in PE largely unexplored. Finally, factors such as variations in educational settings, teacher expertise, and student demographics may influence the generalizability of the results. Future Research: Future research should focus on exploring the long-term impacts of gamification in physical education, particularly its effects on students' sustained engagement and physical activity habits beyond the classroom. Comparative studies that evaluate gamified instruction against traditional methods could provide stronger evidence of its effectiveness. Additionally, research on the role of emerging technologies, such as virtual reality and mobile applications, in enhancing gamified experiences would be valuable. Investigating the challenges teachers face in implementing gamification, including resource availability and professional development needs, can help refine best practices. Finally, studies should explore how gamification can be adapted for diverse student populations to ensure inclusivity and equitable learning opportunities.
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Dolzhenkova, M. I., and T. G. Bortnikova. "Features of studying and implementing gamification technologies in the practice of teaching a foreign language." Tambov University Review. Series: Humanities 29, no. 3 (2024): 635–47. http://dx.doi.org/10.20310/1810-0201-2024-29-3-635-647.
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Importance. The development of gamification technologies in the practice of teaching activities is considered. The process of formation and development of gamification concepts in domestic and foreign education is analyzed, the main approaches to the specification of the term “gamification” are identified, it is emphasized that gamification, unlike many gaming practices, has a nonimitation nature, where, based on certain rules, an educational result is achieved.Materials and Methods. An overview of the results of foreign empirical studies of gamification is presented, the identified positive effects of technology application and promising directions of its study are shown.Results and Discussion. Structural and content types of gamification are identified, including the main elements and mechanisms of this pedagogical technology. The potential of pedagogical technology in the field of motivational orientation, involvement and immersion of students in the educational process is emphasized. The distinctive features and possible negative trends in the use of gamification in the educational process are identified.Conclusion. Gamification technologies make it possible to implement most didactic principles and implement sociocultural, communicative, self-development, therapeutic, correctional and entertaining pedagogical functions.
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Greaves, Richard, and Dimitrios Vlachopoulos. "The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development." RIED-Revista Iberoamericana de Educación a Distancia 26, no. 1 (2022): 245–64. http://dx.doi.org/10.5944/ried.26.1.34026.
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Gamification introduces game mechanics into organizational contexts to improve impacts, outcomes, or staff engagement in an identified area of focus. This action research explores the potential of gamification as a system for the sharing of pedagogic practice in an international secondary school. The study investigates whether a gamified approach can address the identified drawbacks of more traditional out of workplace, leader driven continuing professional development (CPD) workshops by offering an alternative that spreads pedagogic practice through a school. The study uses a 6-week activity encouraging teachers to create, develop, and share their pedagogical practice through live demonstration with an observing peer for critical feedback. Each part of this process scored points to create the gamified elements. The study gained data through fourteen participants, all teachers at the school with a mixture of experience. Participant perceptions on the impact of the gamified process in its success in fostering the sharing of pedagogic practice, fostering collaboration, and acting as an alternative to traditional CPD were gained through the completion of pre-gamification and post-gamification surveys. The findings show positive support for the use of gamification in a school context for increasing pedagogical sharing, enhancing individual teacher’s confidence in their depth and use of different strategies, and that gamification can provide a positive professional development vehicle for schools. It identifies new avenues for further research in the use of gamification for school CPD, and whether gamification should be used to support or replace more traditional CPD practices in schools.
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Restrepo-Tamayo, Luz Marcela, Gloria Piedad Gasca-Hurtado, Liliana Machuca-Villegas, and Solbey Morillo-Puente. "Relationship between gamification elements and social and human factors using the simple additive weighting method." PLOS ONE 20, no. 4 (2025): e0320419. https://doi.org/10.1371/journal.pone.0320419.
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Gamification is a strategy to stimulate social and human factors (SHF) that influence software development productivity. However, software development teams must improve their productivity to face the challenges of software development organizations. Traditionally, productivity analysis only includes technical factors. Literature shows the importance of SHFs in productivity. Furthermore, gamification elements can contribute to enhancing such factors to improve performance. Thus, to design strategies to enhance a specific SHF, it is essential to identify how gamification elements are related to these factors. The objective of this research is to determine the relationship between gamification elements and SHF that influence the productivity of software development teams. This research included the design of a scoring template to collect data from the experts. The importance was calculated using the Simple Additive Weighting (SAW) method as a tool framed in decision theory. Three criteria were considered: cumulative score, matches in inclusion, and values. The relationships of importance serve as a reference value in designing gamification strategies that promote improved productivity. It extends the path toward analyzing the effect of gamification on the productivity of software development. This relationship facilitates designing and implementing gamification strategies to improve productivity.
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Gafitulin, Timur M. "Gamification as an educational technology: philosophical and methodological aspect." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2024): 31–35. http://dx.doi.org/10.20339/am.01-24.031.
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The article provides an overview of the results of a philosophical and methodological study of gamification as an educational technology. The aim of the study was to find methodological guidelines that allow, in the vast field of research on the phenomenon of play in philosophy and education, firstly, to determine the boundaries of the game and its varieties, and secondly, to understand how and why the game can be introduced into the educational process. The research was carried out using methods of historical, cultural, and comparative analysis, and the structural and functional method was also used. As a result, three types of gamifications of the learning process were identified: how to introduce competitiveness, how to introduce dramatization and how to introduce creative practices. The article describes the change in the role of the teacher depending on the type of gamification chosen, the transition from pedagogical technology to pedagogical art is indicated. The theoretical significance of the research lies in the possibility of further development of types of gamifications, their detailing, the development of the issue of designing special types of games for various subjects, and the promising opportunity to create games with specified cognitive properties. The practical significance lies in the possibility of building training programs for developers and organizers of educational games around the found types of games.
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S, Srimathi, and Anitha D. "A Multi Criteria Decision Making approach to integrate Gamification in Education." Journal of Engineering Education Transformations 37, IS2 (2024): 262–70. http://dx.doi.org/10.16920/jeet/2024/v37is2/24049.
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Abstract—The use of modern technologies and digital environments in the classroom creates new opportunities for the teaching and learning process. Gamification is one of them. Student engagement through different gamified assessment activities is one of the proven advantages of gamification, and hence, research in education has accepted gamification as a technical innovation to boost student engagement. Educators recognize that assessments are a fundamental part of learning because they help them determine whether or not educational goals are being achieved. Currently, there are numerous online assessment applications that integrate gamification that are available and readily accessible, among which certain applications are more popular in the academic community. Every application has common and unique features, which makes it very difficult for the instructor to choose the best application for assessment using gamification. The proposed research work identified four different popular gamification applications (Quizizz, Kahoot, Socrative and Quizwhizzer) and compared six different features of them to find the best gamification application for assessing student performance. To address the objective of the research, this study uses the Analytic Hierarchy Process (AHP) method, one of the well-known Multi-Criteria Decision Making (MCDM) techniques. The study implements MCDM with six different criteria, where each criterion is addressed by more than three subcriteria. The study's findings demonstrate that Quizwhizzer is the best gamification application for assessing student performance. The research study also extends the analysis to the selective needs of the instructors on these platforms. Keywords— Gamification in Education; Quizizz; Kahoot; Quizwhizzer; Socrative; MCDM-AHP.
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Pozzi, Francesca, Donatella Persico, Cesar Collazos, Francesco Dagnino, and Jose Luis Jurado. "Gamifying teacher professional development: an experience with collaborative learning design." Interaction Design and Architecture(s), no. 29 (June 20, 2016): 76–92. http://dx.doi.org/10.55612/s-5002-029-004.
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Despite wide-scale uptake of gamification in professional training generally, application in Teacher Professional Development (TPD) is still in its infancy. The few experiences reported hitherto mainly concentrate on fostering participation and engagement in the training intervention itself. By contrast, we believe that gamification of TPD can and should have a broader scope, helping to enhance teachers’ motivation to apply newly acquired knowledge and approaches in their daily practice. Accordingly, we have sought to gamify an existing TPD environment called 4Ts, which encourages teachers to design collaborative learning activities for their students via a specific theoretic approach (4Ts). In this paper, we describe the selection and integration of gamification mechanics in 4Ts following an existing methodology that, while generic, has nonetheless proved useful for gamification in the education field. The paper illustrates both the methodology and the experience of gamifying 4Ts with a view to potential transferability to similar, educational contexts.
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Pečiūra, Žigimantas. "Can Occupational Stress be Reduced by Gamification? A Study of Newcomers." Psichologija 69 (October 30, 2023): 8–26. http://dx.doi.org/10.15388/psichol.2023.69.1.
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Starting a new position often brings significant stress. Amidst the adjustment to a new job, the increasing prevalence of gamification has revealed mixed effects on work-related factors, notably presenting an unclear impact on employee stress levels. Therefore, this article aims to explore the connection between gamification and occupational stress among new employees. The study involved 575 employees from various fields living in the United Kingdom or the United States who have been working in their new jobs for no longer than one year. The study utilized the Perceived Occupational Stress (POS) scale by Marcatto and colleagues (2021) and a questionnaire based on the GAMEFULQUEST model (Högberg, Hamari, and Wästlund, 2019) to evaluate the overall gameful experience in the work environment. Participants were also given descriptions of eight gamification elements and were asked to assess how frequently they encountered and engaged with these elements in their new roles. The obtained results showed that new employees’ limited interaction with gamification, marked by a low number of gamification elements, rare encounters, and low engagement, contributes to a prediction of higher stress experience. This trend was also observed with perceived challenges and competition in the workplace environment. Finally, gameful experiences related to guidance, social connectedness, accomplishments, and playfulness predicted lower stress scores.
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Landers, Richard N., Elena M. Auer, Andrew B. Collmus, and Michael B. Armstrong. "Gamification Science, Its History and Future: Definitions and a Research Agenda." Simulation & Gaming 49, no. 3 (2018): 315–37. http://dx.doi.org/10.1177/1046878118774385.
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Background. Definitions of gamification tend to vary by person, both in industry and within academia. One particularly popular lay interpretation, introduced and popularized by Ian Bogost, and reiterated by Jan Klabbers, is that gamification is “bullshit” and “exploitationware.” They describe gamification as a marketing term or business practice invented to sell products rather than to represent a real and unique phenomenon relevant to a nascent game science. However, this view is an oversimplification, one which ignores a growing body of theory development and empirical research on gamification within a post-positivist epistemology. In fact, because gamification is so much more outcome-focused than general game design, current gamification research in many ways has a stronger footing in modern social science than much games research does. Aim. In this article, to address common misunderstandings like these, we describe the philosophical underpinnings of modern gamification research, define the relationship between games and gamification, define and situate gamification science as a subdiscipline of game science, and explicate a six-element framework of major concerns within gamification science: predictor constructs, criterion constructs, mediator constructs, moderator constructs, design processes, and research methods. This framework is also presented diagrammatically as a causal path model. Conclusion. Gamification science refers to the development of theories of gamification design and their empirical evaluation within a post-positivist epistemology. The goal of gamification scientist-practitioners should be to understand how to best meet organizational goals through the design of gamification interventions, drawing upon insights derived from both gamification science and games research more broadly.
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Mustikasari, Aisyah Ayu, Munawir Yusuf, and Triana Rejekiningsih. "Elimination of Waste in the Development of Learning Media for Deaf Students Using a Lean Software Development Approach." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2042–51. http://dx.doi.org/10.35445/alishlah.v15i2.2334.
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Deafness is a condition where a student cannot hear various sounds optimally. So in the learning process, we need media that prioritizes visuals to make it easier for deaf students to understand the material presented by the teacher. Gamification is one of the most effective learning media because it can present material packaged in the form of game software. The aim of the research is to assist developers in developing gamification by eliminating waste using a lean software development approach. This research method uses the lean assessment matrix method by making process flow diagrams and lean assessment matrices to identify the presence of critical waste. The results showed that the development of deaf students' learning methods used the Lean Software development approach: the number of motions in one game, the game entry process was quite long, and the Latin font was not installed in the application. By eliminating these three wastes, other wastes will be indirectly eliminated because there is a link between the wastes. After the Lean Assessment Matrix process was completed, several solutions were obtained to eliminate this critical waste: making a Future Process Model carefully before giving it to the Developer and making a careful gamification development schedule. By implementing the two Garbage Elimination Alternatives, gamification development can run effectively and efficiently
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Laksanasut, Saharat. "Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play." TESOL and Technology Studies 6, no. 1 (2025): 16–29. https://doi.org/10.48185/tts.v6i1.1562.
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Gamification has become a transformative strategy in English as a Second Language (ESL) and English as a Foreign Language (EFL) education, leveraging game mechanics to enhance engagement, motivation, and retention. This study examined the theoretical foundations of gamification through Self-Determination Theory (SDT), Flow Theory, Behaviorism, and Second Language Acquisition (SLA) theories, illustrating how these frameworks support language learning. Empirical evidence indicated that gamification enhances vocabulary retention, grammatical accuracy, and communicative fluency by providing interactive, reward-based learning experiences. Popular gamified platforms, including Duolingo, Kahoot!, and Classcraft, were analyzed to demonstrate best practices in gamified ESL/EFL instruction. The study identified key benefits, such as increased learner autonomy, engagement through real-time feedback, and adaptive learning pathways tailored to individual progress. However, it also addressed challenges, including potential over-reliance on extrinsic motivation, cognitive overload, and accessibility barriers, while proposing strategies to mitigate these limitations. Additionally, the study explored future research directions, emphasizing the need for longitudinal studies on gamification’s long-term impact, AI-driven adaptive learning, and the integration of Virtual Reality (VR) and Augmented Reality (AR) to create immersive language-learning experiences. The findings suggested that, when implemented strategically, gamification fosters active participation, enhances learning outcomes, and supports meaningful language acquisition. This research provided practical implications for educators seeking to incorporate gamification into ESL/EFL curricula, advocating for a balanced approach that sustains motivation while promoting deeper cognitive and communicative development.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.
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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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Bracho Mosquera, Aaron Samuel, Amarelys Román-Mireles, Aida Maygualida Rodríguez-Álvarez, et al. "Gamification and development of social skills in education." AG Salud 2 (March 23, 2024): 58. http://dx.doi.org/10.62486/agsalud202458.
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Introduction: gamification refers to techniques used in game design but used in other areas, not related to games, to promote the motivations of individuals.Objective: characterize the effects of gamification on the development of social skills in education.Method: a review of the bibliography was carried out using articles rescued from databases such as SciELO, Dialnet, Scopus, Researchgate, recovering a total of 16 reference articles from available literature related to the topic in question, included in the time frame. between 2019 and 2024.Results: this method makes the educational process become a meaningful experience based on factors such as motivation and social identification through play. Gamification is related to the development of skills, motivation and commitment. Furthermore, it does promote different social competencies in a more or less homogeneous way, generating in people more autonomy and a skill that is very necessary for their future.Conclusions: gamification constitutes an effective tool in the teaching and learning process by consolidating knowledge, social skills, as well as various capacities because it increases motivation in personal development activities, increases the degree of commitment, increases the acquisition of social skills since offers immediate feedback and opportunities for experimentation
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Rachmadi, Pratiwi, Robinson Situmorang, and Moch Sukardjo. "Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective." Journal of Lifestyle and SDGs Review 5, no. 2 (2025): e03911. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03911.
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Objectives: This study aims to address challenges in engaging and motivating students in mathematics learning by integrating gamification aligned with Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Theoretical Framework: Drawing on the Dick and Carey instructional design model, the study develops a structured approach to gamifying mathematics education using the Quizizz application. Method: A ten-stage development methodology is adopted, covering needs analysis, instructional design, iterative implementation, and evaluation, specifically tailored for first-semester students at IKPIA Perbanas Jakarta. Results and Discussion: The findings indicate that gamification significantly enhances student engagement and comprehension, achieving a 95.83% accuracy rate in mathematics exercises. Discussions underscore the alignment of gamified tools with digital-native students' preferences and their integration into Learning Management Systems (LMS). Gamification complements traditional teaching methods, fostering interactive and effective learning experiences. Research Implications: Gamification offers scalable models for embedding game mechanics into curricular designs, improving motivation and student-centered learning in higher education. Originality/Value: This research highlights the transformative potential of gamification in higher education, contributing innovative insights into its application in mathematics education and its alignment with SDG 4.
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Tansley, Carole, Ella Hafermalz, and Kristine Dery. "Talent development gamification in talent selection assessment centres." European Journal of Training and Development 40, no. 7 (2016): 490–512. http://dx.doi.org/10.1108/ejtd-03-2016-0017.
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Purpose The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is the application of game elements to non-game activities through the adoption of gaming tools, and little is known about how candidates (“talent”) struggle to learn about the structural mechanics of gamification as they engage with the hidden rules of talent selection, such as goals, rules, “levelling up”, feedback and engagement in competitive – collaborative activities. The term “talent development gamification” is coined and used as an analytical tool to consider how young talent are supported by development interventions in their inter-subjectivity as they learn how to survive and win in talent selection games. Design/methodology/approach Studying hidden dynamics in development processes inherent in gamified talent selection is challenging, so a cult work of fiction, “Ender’s Game”, is examined to address the questions: “How do candidates in talent selection programmes learn to make sense of the structural mechanics of gamification”, “How does this make the hidden rules of talent selection explicit to them?” and “What does this mean for talent development?” Findings Talent development in selection gamification processes is illustrated through nuanced theoretical accounts of how a multiplicity of shifting and competing developmental learning opportunities are played out as a form of “double-consciousness” by potential organizational talent for them to “win the selection game”. Research limitations/implications Using novels as an aid to understanding management and the organization of work is ontologically and epistemologically problematic. But analysing novels which are “good reads” also has educational value and can produce new knowledge from its analysis. In exploring how “Characters are made to live dangerously, to face predicaments that, as readers, we experience as vicarious pleasure. We imagine, for example, how a particular character may react or, more importantly, what we would do in similar circumstances” (Knights and Willmott, 1999, p. 5). This future-oriented fictional narrative is both illustrative and provides an analogy to illuminate current organisational development challenges. Originality/value The term “talent development gamification in selection processes” is coined to allow analysis and provide lessons for talent development practice in a little studied area. Our case study analysis identifies a number of areas for consideration by talent management/talent development specialists involved in developing talent assessment centres incorporating gamification. These include the importance of understanding and taking account of rites of passage through the assessment centre, in particular the role of liminal space, what talent development interventions might be of benefit and the necessity of appreciating and managing talent in developing the skill of double consciousness in game simulations.
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Terán Molina, Diana Verónica, María del Carmen Rosado Castro, Lady Viviana Quintuña Barrera, and Yaritza Johanna González Velasco. "Gamification and its benefits for English vocabulary development in preschool children." Reincisol. 3, no. 6 (2024): 5787–802. http://dx.doi.org/10.59282/reincisol.v3(6)5787-5802.
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This study explores the impact of gamification on the development of English vocabulary in preschool children aged 4-6 at "Cinco de Octubre" school in Ecuador. Gamification incorporates elements such as points, rewards, and challenges into educational settings, fostering engagement, motivation, and self-directed learning. The research employs a qualitative design, collecting data from ten teachers experienced in using gamification tools for English instruction. Results highlight the positive effects of gamified activities, including enhanced student motivation, active participation, and improved vocabulary retention. Teachers reported significant academic improvements, with students exhibiting increased enthusiasm for learning English as a foreign language. Popular gamified methods included interactive storytelling, matching games, and competitive activities, which helped students connect learning with enjoyment. However, findings also acknowledge potential challenges, such as the need for tailored activities to accommodate diverse student needs and access to technology. The study concludes that gamification is a powerful tool in early language education, enabling dynamic and meaningful learning experiences. Recommendations are offered for educators and curriculum developers to integrate gamified approaches effectively, emphasizing their role in fostering linguistic skills and broader cognitive, social, and emotional development. Future research could investigate the long-term impacts of gamification and its application in low-technology environments to ensure inclusive education.
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Satria, Deki. "eLearning Gamification Prototype Development using User Centered Design Approach." Jurnal Komtika (Komputasi dan Informatika) 7, no. 1 (2023): 22–30. http://dx.doi.org/10.31603/komtika.v7i1.8958.
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Abstract eLearning is one of the tools used by the educational institution. Unfortunately, many eLearning systems were not fully utilized by the user. These problems occur because of a lack of interaction in the eLearning system, dulling the learning process. Another problem is the lack of preparation from the user. This research tried to tackle these problems using gamification. The gamification adopted in this prototype is Medals, Ratings, and Discussion. The development prototype development using User Centred Design to gather the requirements and system flows. The use of these elements is hoped to be able to elevate the eLearning adoptions. The results of this research are the prototype of the gamification features and the business process of discussion in the eLearning system
 
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Song, Qian, and Thanyaluck Khechornphak. "The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 6 (2024): 355–66. http://dx.doi.org/10.60027/ijsasr.2024.4904.
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Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.
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Akhmetvaleeva, Lyalya V. "GAMIFICATION IN TEACHING COMPUTER SCIENCE: EXPERIENCE AND PROSPECTS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 7/6, no. 148 (2024): 116–25. http://dx.doi.org/10.36871/ek.up.p.r.2024.07.06.013.
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The article discusses the features of gamification application in computer science teaching, analyzes existing methods and tools, and explores the advantages and disadvantages of the gamification approach. The results of experimental studies are presented, confirming the effectiveness of gamification in increasing students’ motivation and academic performance. Prospects for further development of gamification in the educational sphere are discussed.
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Syarif, Afwan, Rit Som, and Chai Pao. "Development of Gamification-Based Smart Education Platforms to Increase Student Involvement." Al-Hijr: Journal of Adulearn World 4, no. 1 (2025): 47–59. https://doi.org/10.55849/alhijr.v4i1.846.
Full textAbstract:
The integration of technology into education has led to innovative teaching methods aimed at enhancing student engagement and participation. One such method is gamification, which leverages game mechanics to make learning more interactive and motivating. However, traditional educational models often fail to fully engage students, resulting in disengagement and suboptimal learning outcomes. This study aims to develop a gamification-based smart education platform designed to increase student involvement by integrating game elements into the learning process. The primary objective is to assess the effectiveness of gamification in enhancing student engagement, learning outcomes, and overall classroom participation. A mixed-methods approach was used, combining both qualitative and quantitative data collection methods. The research involved the design, development, and implementation of a smart education platform that incorporated elements such as points, badges, leaderboards, and challenges. Data was gathered from 200 students across various disciplines, and engagement metrics, academic performance, and student feedback were analyzed. The results showed a significant increase in student involvement and motivation, with notable improvements in academic performance and class participation. Students reported a higher level of enjoyment and interaction with the platform, indicating that gamification enhanced their learning experience. This study concludes that gamification-based smart education platforms are an effective tool for increasing student engagement and improving learning outcomes, offering a promising approach for modern educational environments.
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Tan, Chek Tien, Oran Zane Devilly, Sok Mui Lim, et al. "The Effect of Gamification Mechanics on User Experiences of AdventureLEARN: A Self-Driven Learning Platform." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (2023): 1091–114. http://dx.doi.org/10.1145/3611062.
Full textAbstract:
Structured curriculum in domain-specific knowledge and personal development of graduate attributes are both important components of tertiary education. Prior gamification research in tertiary education has mostly evaluated gamification as a system and largely in structured curriculum-based learning environments. There is insufficient understanding as to how different gamification mechanics affect learning experiences in self-driven personal development areas outside of the structured curriculum. We present a study with 20 tertiary students over seven days with AdventureLEARN, a gamified online platform to engage students in a self-driven journey of continuous personal development alongside their curriculum work. Through an analysis of data collected from experience sampling and focus group discussions, we found that, amongst other findings, gamification mechanics that were meticulously contextualized to specific platform features afforded the most positive experiences across various dimensions, leading to our main insight highlighting the importance of maintaining a co-development process between individual gamification mechanics and platform features.