Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/J.EDUREV.2020.100326

Theories

This method is built on constructivist learning, which predicates the need for experiential learning via social interaction with the environment and peers (p. 1)

Game Elements

Avatars

Levels

points

badges

leaderboards

Other

combat, content unlocking, gifting, boss fights, quests, social graphs, certificates, and memes

stimulate learners to achieve greater goal orientation by increasing their persistence, learning by repetition, engaging in collaboration and evoking fun and friendly competition with peers (p. 2)

Gamification

"the success of digital games in education has sought to validate the effects of gamification in support of its potential to improve motivation, engagement and social influence while allowing students to immerse in experiential learning" (p. 2)

supporting and maintaining engagement in gamification pedagogies remain challenging (p. 2)

research gaps

Edgar Dale theorized his "Cone of Experience" (1969) in instructional design as an analogy that provides a concrete basis for reinforcing optimal learning, heightening students' sense of achievement and encouraging high levels of engagement, which in turn facilitates better knowledge, retention and recall (p.2)

Seminal work?

Landers, Bauer, Callan, and Armstrong (2015) on gamified learning

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most of the analysed studies adopted self-determination theory(SDT) as the underlying theoretical framework

2nd most common theory- Flow

Goal-setting theory

Cognitive evaluation theory

Cognitive load theory

Vygotsky's Zone of Proximal Development

Scaffolding

Individualized learning

Social interaction

"students in nearly all of the articles identified leader boards as the most engaging of all game elements" (p. 9)

competitive environment

More motivation to learn

Motivation and Engagement

course and learning exercise more attractive

encourages students to work more actively via digital means

earning badges

top spot in leaderboard

Positive effect on learner engagement

extrinsic motivation, not intrinsic motivation?

"gamification concept successfully granted students a huge amount of extrinsic motivation but not intrinsic motivation" (p. 9)

Good design

Seeks to understand and align the learning objectives with a student's intrinsic motivation

"With extrinsic rewards and an intrinsically satisfying design, the players (students) embark on their journey of mastery, which requires elements such as desire, incentive, challenge, reward and feedback to create learning engagement" (p. 9)

Gamified assessment

Improved student feedback and scores

When is it Ineffective?

use of game-based elements

instructional design

technical issues

extrinsic motivators,

educators must select elements that focus on meaningful learning

must match specific learning goals and content of the curriculum

Optimal challenges

We need to explore the effects of gamification concepts across more subject areas

lack of theory in gamified instructional design

Need more longitudinal studies

Gamified LMS

Primary and secondary levels

Low-tech settings