2. Introduction
In this modern world, students are digital natives and embrace new technological processes (Dikmen, 2022). They are
growing up with digital technologies, unlike in the past where learners were introduced to the technology later in life, possibly
only for career purposes (Lee & Hammer, 2014; Majuri et al., 2018). One approach to teaching and learning technology that is
yet to be implemented is gamification (Kiryakova et al., 2014). This approach will allow learners to actively participate and
engage in their own learning with high levels of motivation (Poole et al., 2014; Thongmak, 2018).
Gamification in education uses game-like elements to help students master academic content (Brian, 2014). These elements
include game-based mechanics, aesthetics, and game thinking that engage learners in the learning process and encourage them
in addition to promoting learning (Al-Smadi, 2014; Öztürk & Korkmaz, 2019). Most schools use game-like elements, such as
awarding points after completing an assignment correctly (Lindemans et al., 2019), with the awarded points being the grades
or ‘badges.’ Therefore, this is a reward system in which good grades are awarded for desired behaviours and poor grades are
awarded for undesired behaviours (Mosalanejad et al., 2019). The following four annotated sources analyse gamification in
education.
3. Article 1: Öztürk, Ç., & Korkmaz, Ö. (2019).
Design Participants Setting Analysis
Semi-experimental
design with pre-test
post-test control
groups
27 female and 33
male students,
totalling 60
students
A fifth-grade
class in a
secondary
school in
Ankara, Turkey
Normality
analysis
Theme and Scope of the Research:
Öztürk and Korkmaz determine the impact
of educational games and traditional
teaching strategies on learners’ academic
achievement, and they examine learners’
attitudes towards a social studies course as
well as the cooperative learning skills used
therein.
Intended Audience:
Secondary school teachers
Methodology
4. Findings and Conclusion
In this study, learner’s attitudes towards the gamified social studies course were significantly different to those they held for the traditional
teaching methods; the gamification elements improved the students’ attitudes toward the course. Therefore, this method can be applied to
learners who lack interest in any course.
Limitations
The research was limited to social studies education and focused only on students’ academic achievement in a social studies course.
Therefore, it is difficult to generalise the results to other courses due to the different styles of learning required for different courses.
Comparison to the Literature
This article compared the use of gamified education to traditional teaching methods. The findings demonstrate that educational gamification
improved learners’ attitudes toward the social studies course in question and led to academic success (Öztürk & Korkmaz, 2019). Thongmak
(2018) focused on the implementation of gamification in a classroom setting but did not compare traditional teaching methods to gamified
education. The findings of this study demonstrate that the use of educational gamification results in improved active participation and
engagement in class. Poole et al. (2014) and Majuri et al. (2018) also did not compare the traditional method to educational gamification, and
these studies had similar results in that the students had improved levels of engagement and actively participated more in the classroom.
Implications for Gamification in Education
The article supports gamification in education by outlining how game-like elements can be used to improve learners’ attitudes towards
courses and how they can have a positive influence on student’s success at Ankara Secondary School (Öztürk & Korkmaz, 2019).
5. Article 2: Thongmak, M. (2018, August).
Design Participants Setting Analysis
Experimental
design
181 first-year students who
were divided into four
sections. The first section had
46 students (17 male and 29
female), the second comprised
41 students (20 male and 21
female), the third section
constituted 43 students (14
male and 29 female), and the
fourth section had 51 students
(22 male and 29 female).
Took place during the
2014, 2016, and 2017
academic years. Two of
the sections participated
in the study during the
first semester of 2014,
with the other two
sections participating
during the first semesters
of 2016 and 2017,
respectively.
Normality
analysis and
descriptive
thematic analysis
Theme and Scope of the Research: This study
provides a guide to the implementation of
educational gamification in classroom settings
and an evaluation of the effects of gamified
courses. The study focuses on the perceived
importance of gamification with regards to
understanding, problem-solving skills, creativity,
and student engagement in a Management
Information System (MIS) course.
Intended Audience:
Teachers and educational instructors
Methodology
6. Findings and Conclusion
The data were recoded before and after gamification of the MIS course. The results demonstrate improved student engagement in class compared to the
non-gamified MIS course. Class participation and attendance also improved significantly after gamifying the course.
Limitations
The study only focused on the usefulness of employing gamification on an MIS course. The negative impacts of its implementation should also be
examined in order to provide necessary cautionary measures when it is being applied.
Comparison to the Literature
This article explored the perceived usefulness of gamification in an MIS course. The findings demonstrate how introducing gamification in an MIS
course resulted in an increase in understanding, problem-solving skills, creativity, and attention paid to the topic (Thongmak, 2018). However, it does
not address the disadvantages of using gamification in education. Öztürk & Korkmaz (2019), Poole et al. (2014) and Majuri et al. (2018) outline the
disadvantages: 1) Poor game design can lead to critical motivational elements being omitted; 2) Learners who have negative experiences with
educational game elements may resist using this technology in future; 3) No gamification format has been established to work best for all students; 4)
Gamification can lead to rule-based experiences when using a game-like strategy is mandatory.
Implications for Gamification in Education
This article contributed by suggesting the development of student-led gamification in order to improve understanding, problem-solving skills, creativity,
and attention paid to the topic (Thongmak, 2018). The study supports the topic by outlining how the use of gamification led to improved engagement
from students in an MIS course. These measures can be replicated by other teachers and instructors in different educational settings (Thongmak, 2018).
7. Article 3: Poole, S., Kemp, E., Patterson, L., & Williams, K. (2014).
Design Participants Setting Analysis
Qualitative
design
Fifty-five students
(20 male and 30
female)
A college of
business
administration at a
southern university
in the United States
of America
Qualitative
content
analysis
Theme and Scope of the Research: Generation Y
students seek learning environments that are
relaxed, flexible, interactive, and engaging. This
study investigates how the use of gamification
mechanics and customer engagement principles in
college business courses can promote learning and
engagement among Generation Y learners.
Intended Audience:
Teachers of Generation Y students
Methodology
8. Findings and Conclusion
Students were put in two different classes: One class was taught traditionally using PowerPoint presentations, while the second class
had the gamification method implemented. After a three-week course, the second class demonstrated more motivation and active
participation in class activities.
Limitations
Only one university was used to draw the sample for this study. It is recommended that several universities be used to draw a sample
in order to assess the influence of institutions’ contexts.
Comparison to the Literature
This study reveals that students who use gamification techniques experience more positive emotional responses to instruction (Poole
et al., 2014). Thus, the use of gamification strategies facilitates learner engagement and fosters learning among students. In addition,
Majuri et al. (2018), Thongmak (2018), and Öztürk and Korkmaz (2019) explain that gamification methods make learning fun,
thereby increasing learners’ motivation to actively participate in learning activities. Furthermore, Öztürk and Korkmaz (2019)
compare the fun and motivation levels fostered by the gamification method in comparison to traditional methods.
Implications for Gamification in Education
Generation Y has different experiences and expectations, and their information processing seems different from previous generations
of learners. Therefore, it is essential to find and apply pedagogical techniques that are most relevant to the group (Poole et al., 2014).
Gamification may be one such technique.
9. Article 4: Majuri, J., Koivisto, J., & Hamari, J. (2018, May).
Design Participants Setting Analysis
Literature
review of
empirical
research
studies
A total of
128
empirical
research
papers
Scopus
database
Concept
map
analysis
Theme and Scope of the Research:
• Gamified learning has become one of the significant
technological methods for improving and retaining student
engagement. This is the reason many learning institutions
are implementing educational gamification. This study
comprises a literature review on gamification in teaching
and learning in order to determine improvements in
student engagement as a result of gamified learning.
Intended Audience:
• Teachers and students
Methodology
10. Findings and Conclusion
The findings outline the most common affordances, including points, challenges, badges, and leaderboard-type affordances. It has
been noted that these affordances are commonly executed in gamification research.
Limitations
In relation to the analysis of the current body of research on gamified educational solutions, there are unclear themes in the
research. Therefore, future research should explore the scope of the affordances applied in the context of education in more depth,
and more research should be conducted on socially- and immersion-oriented affordances in gamification approaches.
Comparison to the Literature
Majuri et al. (2018) investigate students’ perceived enjoyment, fun, engagement, and motivation, which are common results when
gamifying course studies or using gamification in education. Likewise, Poole et al. (2014) and Thongmak (2018) state that
combining fun with learning leads to better learning experiences. Öztürk and Korkmaz (2019) outline how this technology results
in a better learning experience compared to traditional teaching methods.
Implications for Gamification in Education
This article is important because it provides a conclusive understanding of the gamification of education by addressing the themes
of student motivation, engagement, enjoyment, active participation, and affordances through the review of various empirical
research papers (Majuri et al., 2018).
11. Discussion
The emergence of gamification is an important method for ensuring students’good behaviour and improving their academic performance.
Gamification offers both benefits and implementation challenges, and educational institutions are increasingly including it in their teaching methods.
Improved academic performance is a result of increased mastery of knowledge and skills (Dikmen, 2022). Several studies, including Öztürk and
Korkmaz (2019), show improved content mastery in experimental groups who use gamification in comparison to control groups that use traditional
teaching methods, such as PowerPoint presentations.
The dominant theme in the cited resources is the effects of the implementation of gamification in education and its benefits. Gamification has also
been used to promote businesses by awarding the players badges and even discounts when they win the game (Barghani, 2020). Games that are
intended to promote a positive lifestyle are also beginning to enter the market. For example, Google PowerMeter motivates users by reducing
household energy usage through the implementation of progress bars and collectable badges (Lee & Hammer, 2014).
Similarly, studies show that gamification motivates learners to actively participate in school activities and increases attendance. Schwartz (2017)
reveals many benefits of gamification in education, including increasing students’levels of engagement and active participation, improving their
mastery of knowledge and skills, and fostering extreme self-motivation that manifests as a desire to overcome challenges combined with the belief
that success is imminent.
In addition, the studies also indicate that learners enjoy applying game-like elements in education when these resources are easily accessible. The
findings show that the effectiveness of gamification is high as students can repeat specific activities until they master the content in order to win
points or badges (Mosalanejad et al., 2019). Such findings encourage the increased use of this technology in education and in other fields, such as
business, where it can be used to promote products through discounts.
12. Conclusion
From these annotated articles, it is evident that the implementation of gamification in education does better than
harm. The benefits of a gamified learning include improved class engagement, increased active participation,
strong motivation towards learning, and increased enjoyment. Öztürk and Korkmaz (2019) indicate that these
benefits are what make the difference between this technological intervention and traditional teaching methods.
They further outline some of the disadvantages of gamified learning, including poor game design leading to
critical motivational elements being omitted and some students struggling with applying this technology in their
education due to previous negative experiences.
Most of the studies implemented the gamification method in specific levels of education. For instance, Öztürk
and Korkmaz (2019) focus on students in fifth grade at a secondary school, Poole et al.’ (2014) study addresses
only Generation Y students, and Thongmak’s (2018) study centres on first-year college students. Majuri et al.
(2018) were the only researchers who addressed the implementation of gamification in basic education through
to higher education. More studies need to address the use of this technology across all levels of education to
determine its general effects.
13. References
Al-Smadi, M. (2014, November). GAMEDUCATION: Using game mechanics and dynamics to enhance online learning [Paper Presentation]. Name of conference, location.
Barghani, Z. (2020). The Benefits of Gamification in Learning. International Journal of Advance Research and Innovative Ideas in Education, 6(2).
Brian, A. (2014). Gamification in education. Proceedings Of ASBBS, 21(1) (pp. XX–XX).
Dikmen, M. (2022). Does Gamification Affect Academic Achievement? A Meta-Analysis of Studies conducted in Turkey. International Journal of Curriculum and
Instruction, 13(3).
Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Retrieved from https://www.sun.ac.za/english/learning-
teaching/ctl/Documents/Gamification%20in%20education.pdf.
Lee, J., & Hammer, J. (2014). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly 15(2), 1–5.
Lindemans, J., Bartmann, N., Bonick, J., & Garland, S. (2019). Games and gamification. Center For Advanced Hindsight.
Majuri, J., Koivisto, J., & Hamari, J. (2018, May). Gamification of education and learning: A review of empirical literature [Paper presentation]. Name of conference,
location. https://core.ac.uk/download/pdf/250155772.pdf
Mosalanejad, L., Abdollahifard, S., & Abdian, T. (2019). Psychiatry Gamification from Blended Learning Models and Efficacy of This Program on Students. Name of
Journal, volume no.(issue no.), pg no. https://doi.org/10.4103/jehp.jehp_352_19
Öztürk, Ç., & Korkmaz, Ö. (2019). The Effect of Gamification Activities on Students’Academic Achievements in Social Studies Course, Attitudes towards the Course and
Cooperative Learning Skills. Participatory Educational Research, 7(1), 1-15. https://doi.org/10.17275/per.20.1.7.1
Poole, S., Kemp, E., Patterson, L., & Williams, K. (2014). Get Your Head in the Game: Using Gamification in Business Education to Connect with Generation Y. Journal for
Excellence in Business Education, 3(2). https://repository.usfca.edu/cgi/viewcontent.cgi?article=1006&context=ml
Schwartz, M. (2017). Teaching with gamification. Ryerson University Learning & Teaching Office. Retrieved from https://www.ryerson.ca/content/dam/learning-
teaching/teaching-resources/teach-a-course/gamification.pdf.
Thongmak, M. (2018, August). The Use of Gamification in an Introductory Management Information System (MIS) Course: The View of Game Participants and Game
Conductors [Paper presentation]. 27th International Conference on Information Systems Development, Lund, Sweden. https://core.ac.uk/download/pdf/301376311.pdf
