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Article: The impact of gamification on learning and instruction: A systematic review of empirical evidence

TitleThe impact of gamification on learning and instruction: A systematic review of empirical evidence
Authors
KeywordsGamification
Motivation
Engagement
Social influence
Systematic literature review
Issue Date2020
PublisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description
Citation
Educational Research Review, 2020, v. 30, p. article no. 100326 How to Cite?
AbstractThe adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. This study is an attempt to present a summary of the empirical findings of state-of-the-art literature in the emerging field of gamification within the educational domain of learning and instruction. It reveals the latest scientific research evidence on the emerging trends of learning technologies and gamification plugins along with extending the possibilities for future research directions in revolutionizing learning and instruction through gamification. A systematic literature review examined the thematic and content analysis of 46 empirical research papers published in the Web of Science database between 2016 and 2019. The review critically appraised and evaluated the various contradictions found in the literature along with setting the stage for the significance of future research studies to re-examine the theoretical foundations of gamification, its methodological approaches, theoretical models, gaming platforms and apps, game mechanics and learning outcomes. This study not only attempts to shed light on the novelty of gamified learning perceived as a game-changer and key enabler of motivation, engagement, and user experience but also sought to outline the key challenges and barriers of gamification.
Persistent Identifierhttp://hdl.handle.net/10722/289296
ISSN
2020 Impact Factor: 7.803
2020 SCImago Journal Rankings: 3.277
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZAINUDDIN, Z-
dc.contributor.authorChu, SKW-
dc.contributor.authorSHUJAHAT, M-
dc.contributor.authorPerera, CJ-
dc.date.accessioned2020-10-22T08:10:38Z-
dc.date.available2020-10-22T08:10:38Z-
dc.date.issued2020-
dc.identifier.citationEducational Research Review, 2020, v. 30, p. article no. 100326-
dc.identifier.issn1747-938X-
dc.identifier.urihttp://hdl.handle.net/10722/289296-
dc.description.abstractThe adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. This study is an attempt to present a summary of the empirical findings of state-of-the-art literature in the emerging field of gamification within the educational domain of learning and instruction. It reveals the latest scientific research evidence on the emerging trends of learning technologies and gamification plugins along with extending the possibilities for future research directions in revolutionizing learning and instruction through gamification. A systematic literature review examined the thematic and content analysis of 46 empirical research papers published in the Web of Science database between 2016 and 2019. The review critically appraised and evaluated the various contradictions found in the literature along with setting the stage for the significance of future research studies to re-examine the theoretical foundations of gamification, its methodological approaches, theoretical models, gaming platforms and apps, game mechanics and learning outcomes. This study not only attempts to shed light on the novelty of gamified learning perceived as a game-changer and key enabler of motivation, engagement, and user experience but also sought to outline the key challenges and barriers of gamification.-
dc.languageeng-
dc.publisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description-
dc.relation.ispartofEducational Research Review-
dc.subjectGamification-
dc.subjectMotivation-
dc.subjectEngagement-
dc.subjectSocial influence-
dc.subjectSystematic literature review-
dc.titleThe impact of gamification on learning and instruction: A systematic review of empirical evidence-
dc.typeArticle-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.authorityChu, SKW=rp00897-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.edurev.2020.100326-
dc.identifier.scopuseid_2-s2.0-85081215490-
dc.identifier.hkuros316515-
dc.identifier.volume30-
dc.identifier.spagearticle no. 100326-
dc.identifier.epagearticle no. 100326-
dc.identifier.isiWOS:000540304900004-
dc.publisher.placeNetherlands-
dc.identifier.issnl1747-938X-

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