Open research questions in Educational Games and Gamification

What the literature leaves open

• 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.

  Redefining Classroom Engagement through Gamified Sociocollaborative Learning for Future Ready Education · 2026 · DOI

• Instructors in online education must adopt diverse and engaging pedagogical strategies to foster student participation. Figure 2 below provides a summary of the key recommendations for improving online learning: 81 Jennifer L. Ruef and Reid Shepard, “Relational Equity: Adapting an Elementary Mathematics Teaching Methods Course to Online Contexts,” International Electronic Journal of Mathematics Education 17, no. 4 (July 12, 2022): em0699, https://doi.org/10.29333/iejme/12224. 82 Neliswa Gqoli and Israel Kariyana, “Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives,” E-Journal of Humanities, Arts and Social Sciences 4, no. 12 (2023): 116–25. 83 Bekithemba Dube, “Rural Online Learning in the Context of COVID 19 in South Africa: Evoking an Inclusive Education Approach,” Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135, https://doi.org/10.17583/remie.2020.5607. 84 Newlin Marongwe and Rufaro Garidzirai, “Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities.,” Research in Social Sciences and Technology 6, no. 3 (2021): 213–26. 85 David Arsen et al., “Rural Communities Need Better State Education Policies,” Phi Delta Kappan 103, no. 4 (December 6, 2021): 8– 13, https://doi.org/10.1177/00317217211065820. 86 M Piekut and J Rybaltowicz, “The Role of Information and Communication Technologies in Rural Development/Rola Technologii Informacyjno-Komunikacyjnych w Rozwoju Obszarów Wiejskich,” Zagadnienia Ekonomiki Rolnej/Problems of Agricultural Economics 378, no. 1 (2024): 69–92. 87 Erik Kormos and Kendra Wisdom, “Rural Schools and the Digital Divide: Technology in the Learning Experience,” Theory & Practice in Rural Education 11, no. 1 (2021): 25–39. 88 Reham Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots,” ArXiv Preprint ArXiv:2302.06466, 2023. 89 Carolina Kiong and Rozita Radhiah Said, “The Development of Ideas for Writing the Introduction of An Argumentative Essay by Using The ‘Idea-Reality-Action-Now’ (IRAN) Technique among Non-Native Speakers in Sarikei District, Sarawak,” International Journal of Academic Research in Progressive Education and Development 12, no. 2 (May 16, 2023), https://doi.org/10.6007/IJARPED/v12-i2/17253. 90 Omar et al., “Chatgpt versus Traditional Question Answering for Knowledge Graphs: Current Status and Future Directions towards Knowledge Graph Chatbots.” Journal of Education and Learning Technology (JELT) 248 Maqoqa, T.

  Using gamification to re-engage students in Mathematics after online learning disruptions in the South African education system · 2026 · 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.

  Using gamification to enhance the learning experiences of teacher education students in co-taught classrooms · 2026 · 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…

  Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya · 2026 · 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…

  Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya · 2026 · 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.

  Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya · 2026 · DOI

• By acknowledging and utilizing the unique learning preferences of targeted student groups, the greatest potential in language acquisition is revealed, accompanying future research opportunities that focuses on gender-based disparities and further investigation on certain NLP process for optimal educational purposes.

  Unlocking Language Learning · 2026 · DOI

• By acknowledging and utilizing the unique learning preferences of targeted student groups, the greatest potential in language acquisition is revealed, accompanying future research opportunities that focuses on gender-based disparities and further investigation on certain NLP process for optimal educational purposes.

  Unlocking Language Learning · 2026 · DOI

• The research could potentially face limitations due to the size of the participant pool, and the results may not be generalizable to all deaf and HOH students.

  Unlocking Language Learning · 2026 · DOI

• Future research could explore how teachers’ expertise influences game design across different subjects and grade levels. Future studies may examine how both content and pedagogy are understood and implemented when technology is integrated by applying frameworks like Technological Pedagogical Content Knowledge (TPACK). Second, the study was limited to a specific group of in-service teachers and their perspectives.

  Teachers as Informants in Participatory Design for Digital Game-Based Learning · 2026 · DOI

• Future research should address these limitations by employing larger, more diverse samples, longitudinal designs, and objective outcome measures to more comprehensively evaluate the effectiveness of the ADDIE-gamification methodology.

  Integrating Gamification with ADDIE Instructional Design for Educational Robotics: A Usability Evaluation · 2026 · DOI

• Training programs or courses can be designed to increase teachers' and teacher candidates' awareness of the positive effects that digital educational games can have on the learning process and to improve their competence in using these games. Teachers and teacher candidates can be informed about the potential risks of digital educational games, such as digital addiction and the inability to create meaningful context for some science topics, as well as the precautions that can be taken. Practices can be planned to improve the competencies of teachers and teacher candidates on how to meaningfully integrate digital games into learning environments. A meta-analysis of scientific studies that have addressed the use of digital games in science education in different contexts can be conducted to holistically evaluate the relevant research results. To popularize the design and use of digital games in science education and to enrich the materials available to teachers and teacher candidates, digital game-based learning festivals and competitions can be organized.

  Exploring the Impact of Digital Game Design Instruction on Candidate Science Teachers’ Perceptions of Digital Games in Science Education · 2026 · DOI

• Future research could explore comparative designs or hybrid models that combine GBL with other pedagogies to maximize learning outcomes. First, the study was limited to a relatively short intervention period of two weeks (12 sessions).

  Digital game-based learning in science education: Advancing motivation and deep understanding among middle school girls · 2026 · DOI

• ةغل ةٌسٍلكنلإا ةغللا ًسرذه ءارآ: ًفخلا نٍٍقتلل نعاد وا زسعوك ةٍوقرلا باعللأا ةٍثنجا يذعسلا داوج شاثع ةنٌز مولعلا نسق / ةٍناسنلإا مولعلل ةٍترتلا ةٍلك / ىلاٌد ةعهاج ةٍسفنلاو ةٌوترتلا Corresponding author:[email protected] https://orcid.org/0009-0007-7875-5955 1212 30/21/ 27/6/ 1212 رشنلا خٌرات: ثحثلا ملاتسا خٌرات - 1212 FA/202521/29E/19/687 24/7/: رشنلا لوثق خٌرات Creative Commons Attribution 4.0 International License https://alfatehjournal.uodiyala.edu.iq/index.php/jfath/index https://alfatehjournal.uodiyala.edu.iq/index.php/jfath/copyright صخلولا ةًٍلشنا ةبعنلأا واذختسلا يسٕحًنا سٔذنا ىهع ءٕضنا طٍهست ىنإ ةساسذنا ِزْ فذٓت ذييٌذ ةييٍُمت ٕيئْ وًييفخنا ىٍييٍمتنا ىييعد ًييف ايذييٌذحتٔ وةييٌيٍهجَلإا ةيي هنا ىييهعت يييٌيعت ًيف ة يلانا ىيهع ٔا ًعٔ ٌٔد ةبعنلأا ىهع ةًئبل تبئٍب ًف شًتسًنا ًئبُبنا ىٍٍمتنا جيذُت ًيفخنا ىٍيٍمتنا حهلايحًن مييبمنا ىيٓفنا ٌبًيض ىنإ ةساسذنا فذٓت رإ ىٍٍمتهن ٍٍعضبخنا ةبيعنلأا واذختيسا ِبجت ىٓتاسٕحت ذٌذحتٔ و ٍٍٍلاشعنا ةٌيٍهمَلإا ة هنا ًسسذي مبل ٍي ُيجنا يشيٍ تي ىيهع يءبيُب ىٓتاسٕيحت ةَسبمي ىث وًفخنا ىٍٍمتنا ىعذن ةًٍٍهعتنا ةًٍلشنا شيي كلأا ةييًٍلشنا ةبييعنان ةٍييسٍئشنا لأإييَلأا حٍييضٕت ىيينإ ةييساسذنا ىعييست بييًك. شييًعنأ مميشب بيسسذي ٍٍتس س. ةٌيٍهجَلإا ة هنا لٕحف ًف ًفخنا ىٍٍمتنا كٍبلاتن ةٍنبعف بٍتخا ىت ةيٍُع ميٍ ًتن)) داذي ب ًيف تاييًٍتًنأ ٌٍييًٍتًنا لساذيي ٍيي ًئإيشع ةييٌشْب نا ّتٍا ييص ٍييي ذييكاتنا ذييعب أيياببنا مييبل ٍييي ٌبٍبتييسا ىًٍييحت ىييت. ةييساسذنا ةفبيصشنا)). -44- ةُسن لٔلاا ٌَٕبك. عباشنا دذعنا. ٌٔششعنأ عسبتنا ذهجًنا........... 0202 DOI: https://doi.org/10.64940/jfath/2025.29.4.19................................ حتفنا ةهجي ىيهعٔ ةيٌيٍهمَلإا ةي هنا ٌسذيت كيئاشر لبيجي ًف ٍٍحتخي ءاشبخ ىهع ّضشعب كنرٔ ةيٌيٍهجَلإا ةي هنا ًيسسذي ٌر تشيٓتر وبيٍئبيحاإ جئبيتُنا ميٍهحت ذيعبٔ. ًمٍبلاتنا ة هنا ىعذيين ةييًٍٍهعتنا ةييًٍلشنا ةبييعنلأا واذختييسا ِبييجت ةييٍببجٌإ تاسٕييحت ىٌٓذيين ةييٍبُ ر ةيي هك Duolingo, Quizlet,. ًفخنا ىٍٍمتنا ةيييساسذنا ًيييصٕت بيييًك.

  Digital Games as a Support for Stealth Assessment:EFL Teachers’ Perspectives · 2026 · DOI

• Another limitation of this study is the small cluster 227 size (i. This result, combined with the high ratings of player experience and excellent ratings on experienced fun and collaboration, make LINA a highly promising social experience with many potential application areas, which should be further investigated.

  LINA: An Augmented Reality Social Game Enhancing Sense of Belonging Among Classmates: An Uncontrolled Pre-post Evaluation Study · 2026 · DOI

• Future research should explore the potential of AG in different educational contexts and with diverse learner populations to further refine and optimize its implementation.

  Enhancing learning through adaptive gamification: A comparative study on behavioural patterns, computational thinking skills, and motivation · 2026 · DOI

• Therefore, while our study supports the potential of AG, further research is needed to explore its limitations and boundary conditions. Understanding the conditional effectiveness of adaptive gamification While our findings suggest that AG can enhance actual computational thinking skills and behavioural engagement, it is important to acknowledge that prior research has reported inconsistent results regarding the effectiveness of AG.

  Enhancing learning through adaptive gamification: A comparative study on behavioural patterns, computational thinking skills, and motivation · 2026 · DOI

• Future research should explore the inclusion of all four player types from Bartle’s taxonomy to provide a more comprehensive understanding of how different game elements can be tailored to various learner profiles. The primary limitation of this study is the focus on only two player types, i.

  Enhancing learning through adaptive gamification: A comparative study on behavioural patterns, computational thinking skills, and motivation · 2026 · DOI

• Future research should explore the effects of GPBL and PBL over a longer period and in a variety of educational contexts to better understand their broader impact, as well as to uncover which elements in GPBL are the most important.

  Effects of Gamified Project-Based Learning on Mathematics Achievement and Motivation: A Comparative Study in Elementary Education · 2026 · DOI

• Future research could examine the long-term impacts of specific GBL platforms on student outcomes and attitudes, compare the effectiveness of different GBL design principles across diverse school settings, and explore the factors affecting student engagement with GBL, including gender, prior achievement, learning preferences, and socio-cultural background. The limitations of this study include a small sample size, participants from only one school, and data collected at a single point in time. There was also no opportunity to interview the students due to the limited data collection period.

  Exploring game-based learning to enhance mathematics teaching and learning: A case study of year 6 · 2026 · DOI

• In conclusion, this systematic review highlights the heterogeneity and multidimensional nature of studies on DSGs in collaborative contexts. The findings show that DSGs are most investigated using experimental and quasi-experimental designs, and are primarily associated with knowledge acquisition, satisfaction, and engagement outcomes. The review suggests also that DSGs supports collaboration through interconnected cognitive, affective, and social mechanisms, particularly when involved by structured or scripted interaction frameworks such as CSCL framework. Overall, this review contributes to the field by integrating fragmented evidence into a coherent analytical framework and by highlighting gaps regarding longitudinal effects and group development processes in game-based collaborative learning. Future investigations could increase the use of DSGs in collaborative settings by using CSCL framework to explore how digital role distribution and task interdependence foster teamwork and collective problemsolving in digital learning environments. Furthermore, the research should aim to standardize definitions, adopt validated instruments for assessing collaborative competence, and include longitudinal and mixedmethod designs capable of capturing both outcome- and process-level dynamics. Author contributions: IG & GMV: conceptualization and writing–original draft; IG: writing–review & editing; AL & FZ: data curation and methodology; & GMV: supervision. All authors approved the final version of the article.

  Do digital serious games in collaborative settings promote learning and psychosocial skills? A systematic review · 2026 · DOI

• Based on the insights, three suggestions emerge for teachers, curriculum planners, and institutions: • Prioritize feedback-rich and progress-visible mechanics. Elements such as task-level indicators, timely corrective feedback, and transparent scoring structures are consistently favored across age and proficiency groups. These mechanics promote competence and reduce ambiguity, particularly in mixed-level classes. • Calibrate competitive and reward-based features. While younger learners may thrive under light competition, older or more advanced groups often interpret persistent rankings as unhelpful or Contemporary Educational Technology, 18(2), ep647 13 / 16 Spathopoulou & Pitychoutis stressful. Team-based leaderboards or progress-banded visualizations can maintain engagement without heightening social comparison. • Streamline gamified environments for digitally confident learners. Students with higher digital literacy tend to reject cumbersome or extrinsic layers that do not clearly advance learning. Implementations should therefore minimize unnecessary steps, reduce interface friction, and ensure that every mechanic has a visible instructional purpose.

  Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification · 2026 · DOI

• The findings advocate for educators to consider gamification in instructional strategies for improved mathematics learning outcomes and a motivating learning environment. The study suggests the need for further research to explore the long-term benefits of gamification in education. Based on the study’s findings, researchers recommend the following: 1. Encouraging educators and policymakers to incorporate gamification into mathematics instruction. This proactive approach can potentially enhance student motivation and overall learning experiences. 2. Diversification of learning resources through gamification. Integrating gamification into online activities accommodates diverse learning styles, fostering motivation and positively influencing students’ performance. 3. Prioritizing future research efforts in conducting longitudinal investigations into the sustained effects of gamification on student performance in mathematics and ongoing motivation. This extended inquiry will offer valuable insights into the long-term impacts on mathematics education. 4. Mixed methods data collection techniques including qualitative tools such as focus group interviews, and classroom observations should be incorporated in future research to get deeper understanding of learner behavior, engagement, and contextual dynamics in gamified classroom environments. 5. Future research should examine the cost-effectiveness, realistic scalability, and implementation difficulties of gamification in actual classroom settings. 6. Longitudinal Studies in future should be considered to monitor motivational and attainment outcomes over lengthy periods of time to gain a better understanding of the long-term effects of gamification on learning. Hanus and Fox (2015) argue that gamification in education may not be adequate on its own to attain the intended educational objectives. This contention is substantiated by their finding that there is a need to conduct a more thorough examination of the effectiveness of specific game elements and their practical integration. Similarly, Sailer et al. (2017) reinforced this perspective through their empirical study in 2017, underlining the necessity for a comprehensive exploration of the practical application of various game elements. In essence, both studies recommend further research be conducted to unveil effective strategies for implementing various game elements to enhance students’ engagement, motivation, and overall academic performance.

  Transforming mathematics education through gamification: A study on motivation and learning among UAE sixth graders · 2026 · DOI

• Bibliometric evidence also indicates that increasingly connected is gamification research with AI, e-learning, personalized learning, immersive learning, and educational management, while issues related to transferability, long-term impact, and cost- effectiveness remain underexplored.

  Gamifying Education: Trends, Networks, and Insights From 2014–2024 · 2026 · DOI

• Self-determination theory in HCI games research: Current uses and open questions. Gamifying education: What is known, what is believed and what remains uncertain: A critical review.

  Gamification design strategies to support higher education students’ basic psychological needs: a scoping review · 2026 · DOI

Most-cited papers in Educational Games and Gamification

• Gamifying education: what is known, what is believed and what remains uncertain: a critical review · International Journal of Educational Technology in Higher Education · 2017 · 936 citations
• Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning · Computers in Human Behavior · 2021 · 744 citations
• The effect of gamification on motivation and engagement · International Journal of Information and Learning Technology · 2017 · 569 citations
• Gamification of health professions education: a systematic review · Advances in Health Sciences Education · 2020 · 473 citations
• Gamification in Science Education. A Systematic Review of the Literature · Education Sciences · 2021 · 446 citations
• Enhancing user engagement: The role of gamification in mobile apps · Journal of Business Research · 2021 · 365 citations
• The impact of gamification on students’ learning, engagement and behavior based on their personality traits · Smart Learning Environments · 2020 · 365 citations
• Gamification Applications in E-learning: A Literature Review · Technology Knowledge and Learning · 2021 · 337 citations
• Gamification of e-learning in higher education: a systematic literature review · Smart Learning Environments · 2023 · 303 citations
• Computer Games in Education · Annual Review of Psychology · 2018 · 290 citations

Most recent work

• International Journal of Game-Based Learning · International Journal of Game-Based Learning · 2026
• Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis · Educational Psychology Review · 2026
• Effects of reward strategies in gamified learning on academic performance: A systematic review · Educational Research Review · 2026
• Effects of Gamified Project-Based Learning on Mathematics Achievement and Motivation: A Comparative Study in Elementary Education · International Journal of Science and Mathematics Education · 2026
• Game on! Student‐designed anatomy games using design‐based research · Anatomical Sciences Education · 2026
• Individual and group competitive digital gamification in ESL adult classrooms: a systematic review of effects on vocabulary retention, motivation, and engagement · Smart Learning Environments · 2026
• Student perceptions of effectiveness, satisfaction, and active participation with online gamification in health sciences education · Discover Education · 2026
• Gamification to work on the numbers in a mathematics course: Study of emotions and performance in higher education · Journal of Technology and Science Education · 2026
• From Play to Conservation: Leveraging Video Games and Artificial Intelligence for Eco-Cultural Emancipation in Sub-Saharan Africa · WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT · 2026
• Incorporating gamification into blended CALL models: language proficiency, motivation, and engagement in EFL learners · Computer Assisted Language Learning · 2026

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