Year: 2019
Type: article
Study design: Systematic Review
Abstract: Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.
DOI: 10.28945/4417
Authors: Islam Alomari, Hosam Al-Samarraie, Reem Yousef
Institutions: Universiti Sains Malaysia, Coventry University, Alfalah University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2972649971