The gamification in education is still a growing phenomenon, the review reveals

The gap

Evidence profile

Sourced from the abstract and recommendations and future work and inline gaps of the source papers, classified as general, drawn from work published between 2017 and 2026, spanning 6 journals. Those papers have been cited 936 times in total.

Supporting evidence — 7 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.

  generalabstractevidence 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, based on the information obtained after developing a Gamified that Digital Literacy MOOC, Education Policy makers in the future need to consider incorporating into curriculum design recommends 423 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4430 guidelines all gamification principles so as to promote more engaging and innovative Open Distance learning experiences. Besides, it is also recommended that they come up with policies that give support to the full implementation of online courses’ gamified elements that need to be established so as to enhance student engagement and motivation effectively. in investing Besides that, on institutional support, institutions of higher education learning need to consider supporting or technological infrastructure, which gives support to learning environments that are gamified. It is important for these institutions to understand that, when they support by providing necessary resources which are needed in developing and implementing gamified courses, this helps educators a lot in creating dynamic and more interactive Open

  generalrecommendationsevidence 5/5
  Keywords: gamified support education need learning developing consider open besides courses institutions researcher based information obtained
• 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

  to educators, policy makers, curriculum designers and managements of Higher Education Learning they can effectively institutions on how implement gamified online courses in their the study also comes up with institutions, 425 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4430 collaboration, limitations which can be addressed if a continuous refinement of gamifications strategies which meet the needs of learners is going to be realized. Also highly emphasised in this study is the significance of and professional development, which need to be embraced by higher learning institutions in order to advance the field of gamified learning, which results in making online learning interactive, more engaging, current effective technological age. research ongoing and the in The researcher of this study has given pertinent information on the course gamification’s potential to create interactive learning environments in higher education and also to enhance student engagement. Policy makers and institutions’ learning and impactful online creation of immersive experiences that cater to the diverse needs and preferences of modern learners can be realised only if gamification principles are wholly frameworks are structurally embraced, and leveraged. In conclusion, the researcher in this study demonstrates clearly how traditional online experiences can be transformed into dynamic and engaging educational settings by integrating game elements, contextual relevance and a structured framework into the course design. The study thus contains valuable insights concerning educational innovation, which therefore underscores notable potentialities in gamified courses that are intended to revolutionise online education in order to make it more engaging, more effective and interactive among open distance learners in this digital age. REFERENCES Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa-Pérez, P. & Pérez Jiménez, R. (2021). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport &

  generalrecommendationsevidence 5/5
  Keywords: learning education online higher institutions gamified learners interactive engaging gamification policy makers courses journal needs
• 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.

  generalrecommendationsevidence 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. Journal of

  generalfuture 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.

  generalinline gapsevidence 5/5
  Keywords: limited traditional models student often occupies passive position reception content revista ibero americana humanidades ncias
• Gamification exposure in undergraduate economics education in Nigeria: a cross-sectional comparative mixed-methods study (2026) · SN Social Sciences · doi

  Instructors and institutions can use the evidence from this study to guide context-sen- sitive integration of gamified learning in undergraduate economics education. Game elements should be aligned with clearly defined economics learning outcomes, sup- ported by feedback and interaction, and implemented in ways that encourage concep- tual understanding rather than superficial competition. Institutions should strengthen digital infrastructure, provide staff development on gamified pedagogy, and support low-technology alternatives where connectivity or resources are limited. Evaluation of gamified activities should consider both statistical evidence of group differences and effect-size reporting so that practical significance is interpreted alongside statisti- cal significance. Supplementary Information The online version contains supplementary material available at h t t p s : / / d o i . o r g / 1 0 . 1 0 0 7 / s 4 3 5 4 5 - 0 2 6 - 0 1 7 0 8 - x . SN Social Sciences (2026) 6:411Page 19 of 21 411 Author contributions J.A. and P.M. developed and wrote the main text, gathered the data, analyzed the data, and reviewed the manuscript. Funding The authors did not receive support from any organisation for the submitted work. Data availability The dataset supporting the findings of this study, Gamification in Economics Education: Evidence from Developing Economies, is publicly available in the Mendeley Data Repository at the fol- lowing address: https://data.mendeley.com/drafts/9mg6rsxzyx.

  generalrecommendationsevidence 5/5
  Keywords: evidence gamified economics institutions learning education support significance supplementary available mendeley instructors guide context sitive

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