The gamification in education is still a growing

The gap

Evidence profile

Stated in the abstract and future work and recommendations and inline gaps sections of the source papers, classified as general, drawn from work published between 2017 and 2026, spanning 5 journals. Those papers have been cited 936 times in total.

Supporting evidence — 5 representative gaps

• Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017) · International Journal of Educational Technology in Higher Education · cited 936× · doi

  While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited.

  generalstated in abstractevidence 5/5
  Keywords: gamification still educational education growing phenomenon review reveals insufficient evidence exists support long term benefits
• Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya (2026) · East African Journal of Education Studies · doi

  The researcher in this study applies three major theories, which are Self-Determination Theory (SDT), the Cognitive Load Theory and Flow Theory. As observed by Alsawaier (2018), these theories lay emphasis on the importance of intrinsic motivation and stipulate that students’ optimal engagement in open distance learning takes place especially when the learner’s study skills match well with the challenges, which manifest themselves at that time. These theories, in essence, tend to suggest that when gamified elements, for example, immediate feedback, an appropriate level of difficulty and clear goals are incorporated, they foster learners’ competence, thus leading to learners’ effective engagements and desired study outcomes as observed by Alsawaier (2018). Gamification elements, for example, challenge, choice and feedback are capable of fulfilling these learners’ needs and further internal motivation. individual learners’ foster (2006) suggest, According to Chukwu (2024) and Deci & Ryan (2013), Self-Determination Theory, which talks about relatedness among learners, is understood to encompass one’s involvement in his or her society, how he or she is valued and the feeling of his or her connection with society.

  generalstated in future workevidence 5/5
  Keywords: learners theory theories self determination observed alsawaier motivation suggest elements example feedback foster society researcher
• Using gamification to enhance the learning experiences of teacher education students in co-taught classrooms (2026) · Journal of Education and Learning Technology · doi

  Based on the study findings, the following recommendations are made: • To foster critical thinking and subject mastery and offer instant feedback, lecturers must ensure gamified activities are in line with curricular objectives. 66 Frances Maureen Schnepfleitner and Marco Paulo Ferreira, “Transformative Learning Theory – Is It Tıme to Add A Fourth Core Element?,” Journal of Educational Studies and Multidisciplinary Approaches 1, no. 1 (March 6, 2021): 40–49, https://doi.org/10.51383/jesma.2021.9. 67 Sima Zach and Simcha Avugos, “Co-Teaching in Higher Education: Implications for Teaching, Learning, Engagement, and Satisfaction,” Frontiers in Sports and Active Living 6 (July 22, 2024), https://doi.org/10.3389/fspor.2024.1424101. 68 Li et al., “A Gamification-Based System of Driving Training and Its Evaluation.” Journal of Education and Learning Technology (JELT) 109 Lenong, B. & Alexander, G./ Journal of Education and Learning Technology / Vol.7 No.2 Special Issue (2026) pp 100 - 113 • We propose that lecturers should receive training in gamified teaching methods, particularly in co-teaching. • Gamification strategies and outcomes must be disseminated within departments to encourage interdisciplinary cooperation. • Further research should explore effective co-teaching approaches for game-based learning, how to enable students to select challenges or game paths that align with their interests and strengths, and how to increase ownership of learning. CONCLUSION Gamification, when thoughtfully integrated into co-taught classrooms, holds significant promise for enriching the educational experiences of first-year teacher education students. It offers a pathway to transformational, inclusive, and engaging learning and prepares students not only for academic success but for their own roles as innovative educators in the future. The findings reflect the documented benefits of gamification, including enhanced engagement, enjoyment and motivation, and better learning outcomes, provided the gamified strategies are pedagogically sound and appropriately implemented. When games are thoughtfully embedded in curriculum objectives and provide immediate feedback and challenges that promote critical thinking and mastery of content, gamification enhances both learner understanding and motivation. Gamification in co-teaching can lead to enhanced engagement, richer learning through multiple perspectives, and improved lesson delivery as a result of complementary lecturer roles. However, to prevent misunderstandings brought about by different teaching philosophies, these advantages rely on co-teachers working together and aligning. Clear communication and role descriptions are necessary for successful gamification in co-teaching to optimise its dynamic and encouraging potential. When teachers work together to incorporate game mechanics into their lessons, they establish welcoming environments that support students’ academic and personal development. LIMITATIONS The study focused only on first-year students at a university of technology in South Africa; therefore, the results cannot be generalised to other institutions of higher learning.

  generalstated in recommendationsevidence 5/5
  Keywords: learning teaching gamification students education based gamified journal engagement technology game critical thinking mastery feedback
• Redefining Classroom Engagement through Gamified Sociocollaborative Learning for Future Ready Education (2026) · Asian Journal of Applied Education (AJAE) · doi

  gamified recommended sociocollaborative learning across a wider range of schools and over longer periods to examine its long-term impact on student engagement and learning outcomes. Further research should also use more objective measurement tools and explore variations of gamification elements to identify the most effective designs for different student characteristics and subjects. implement to REFERENCES An, Y., Lee, J., & Kim, M. (2025). Social interaction patterns in collaborative learning environments: A multi-site observational study.

  generalstated in future workevidence 5/5
  Keywords: learning student gamified recommended sociocollaborative across wider range schools longer periods examine long term impact
• GAMIFICATION IN ELEMENTARY SCHOOL FINAL YEARS: INNOVATIVE STRATEGIES FOR STRENGTHENING LEARNING (2026) · Revista Ibero-Americana de Humanidades, Ciências e Educação · doi

  In traditional models, the student often occupies a passive position, limited to the reception of content and the Revista Ibero-Americana de Humanidades, Ciências e Educação. Pedagogical innovation is not limited to the use of digital technologies, but involves the transformation of teaching practices, forms of curricular organization and the relationships established between teachers and students. Gamifying education: what is known, what is believed and what remains uncertain: a critical review.

  generalstated in inline gapsevidence 5/5
  Keywords: limited traditional models student often occupies passive position reception content revista ibero americana humanidades ncias

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