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Gamification Tools for Enhancing Academic Performance: A Systematic Review of Classroom Applications

Author

Listed:
  • Ginna A. Anno

    (Student, Graduate School, Baguio Central University)

  • Marie Pangowen

    (Student, Graduate School, Baguio Central University)

  • Marisa A. Wayan

    (Student, Graduate School, Baguio Central University)

  • Sophia P. Aragon

    (Student, Graduate School, Baguio Central University)

  • Martha Tabon

    (Student, Graduate School, Baguio Central University)

Abstract

This PRISMA-based systematic review examines the effectiveness of gamification tools in enhancing academic performance, student engagement, and motivation across educational levels. Drawing on 37 peer-reviewed empirical studies published between 2019 and 2024, this review explores the application of gamified strategies in primary, secondary, and higher education. Using the PICOS framework, the selected studies included interventions featuring digital platforms, mobile applications, and teacher-designed gamified activities compared against traditional instructional methods. Results indicate that gamification consistently improves learning outcomes, with notable gains in test performance, participation, and student satisfaction. Key gamification elements such as real-time feedback, point systems, and adaptive challenges were found to positively influence cognitive and affective domains of learning.

Suggested Citation

  • Ginna A. Anno & Marie Pangowen & Marisa A. Wayan & Sophia P. Aragon & Martha Tabon, 2025. "Gamification Tools for Enhancing Academic Performance: A Systematic Review of Classroom Applications," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 4266-4274, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:4266-4274
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    References listed on IDEAS

    as
    1. Ingrid Harrington & Marc J. Mellors, 2021. "Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings," International Journal of Higher Education, Sciedu Press, vol. 10(7), pages 1-45, September.
    2. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    4. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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