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Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

Author

Listed:
  • Ana Manzano-León

    (Hum-878 Research Team, Department of Psychology, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Pablo Camacho-Lazarraga

    (Department of Education, Centro Universitario San Isidoro, 41092 Seville, Spain)

  • Miguel A. Guerrero

    (Department of Education, University of Seville, 41004 Seville, Spain)

  • Laura Guerrero-Puerta

    (Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain)

  • José M. Aguilar-Parra

    (Hum-878 Research Team, Department of Psychology, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Rubén Trigueros

    (Hum-878 Research Team, Department of Psychology, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Antonio Alias

    (Department of Education, University of Almería, 04120 Almería, Spain)

Abstract

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

Suggested Citation

  • Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero & Laura Guerrero-Puerta & José M. Aguilar-Parra & Rubén Trigueros & Antonio Alias, 2021. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:2247-:d:502114
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    References listed on IDEAS

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    1. Tania Ouariachi & Chih-Yen Li & Wim J. L. Elving, 2020. "Gamification Approaches for Education and Engagement on Pro-Environmental Behaviors: Searching for Best Practices," Sustainability, MDPI, vol. 12(11), pages 1-14, June.
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    6. Siti Nur Diyana Mahmud & Hazrati Husnin & Tuan Mastura Tuan Soh, 2020. "Teaching Presence in Online Gamified Education for Sustainability Learning," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
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    4. Ana Manzano-León & José Manuel Aguilar-Parra & Javier Rodríguez-Moreno & Ana María Ortiz-Colón, 2022. "Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study," IJERPH, MDPI, vol. 19(13), pages 1-11, June.
    5. David Melero-Cañas & Vicente Morales-Baños & Daniel N. Ardoy & David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2021. "Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education," Sustainability, MDPI, vol. 13(11), pages 1-14, May.
    6. María Fernández-Raga & Darija Aleksić & Aysun Kapucugil İkiz & Magdalena Markiewicz & Herbert Streit, 2023. "Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    7. Anna Muro & Iván Bonilla & Claudia Tejada-Gallardo & María Paola Jiménez-Villamizar & Ramon Cladellas & Antoni Sanz & Miquel Torregrossa, 2022. "The Third Half: A Pilot Study Using Evidence-Based Psychological Strategies to Promote Well-Being among Doctoral Students," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
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    13. Fahd Kamis Alzahrani & Waleed Salim Alhalafawy, 2023. "Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives," Sustainability, MDPI, vol. 15(5), pages 1-19, March.

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