Gamification of e-learning in higher education: a systematic literature review

Abstract

In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

From Game Elements to Active Learning Intentions: Exploring the Driving Factors in Digital Learning Platforms

“…Results show that games’ social elements, including emotional aspects like emotional sensitization and value appeals, can enhance active learning intentions (Riedmann et al, 2022). Gamified information systems serve as unique, learning-focused motivational tools that stimulate users’ social and spiritual needs, thus driving intrinsic motivation (Khaldi et al, 2023). However, not all game elements are beneficial.…”

Investigation into Perspectives of Chinese Vocational College Instructors on Digital Teaching in Tertiary Education

“…This imperative analysis underscores the need for a nuanced understanding of the intricate interplay between technology, instructional design, and student engagement. [5]…”

Artificial Intelligence Empowers Gamification: Optimizing Student Engagement and Learning Outcomes in E-learning and MOOCs

“…Gamification is used in formal and informal e-learning [7]. E-learning platforms are used to deliver and learn in higher education [8]. Gamification can motivate and improve math learning [9].…”

“…Khalil et al [13] emphasize that MOOC gamification research is still in its infancy. According to a systematic literature review [8], gamification in higher education reduces learner distraction and increases student engagement. Bigdeli (2023) reviews medical education gamification learning theories.…”