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Design challenges and limitations of gamification were examined using the COVID-19 pandemic as a lens. Online or remote environments were also examined. These environments highlight the literature gap in evidence-based design recommendations and studies that isolate gamification from other pedagogical interventions or methodologies. The literature recognizes the differences between actual games and gamification. Gamification focuses and relies on entertainment to boost academic achievement. This focus on entertainment and its implications to motivation, both intrinsic and extrinsic, are examined. This reliance on entertainment creates unrealistic expectations. In fact, gamification expectations may be conflated with game expectations—especially in an educational setting.

Using a cross sectional survey design, learner perceptions of their peer assessmentexperiences at institutions of higher education (IHEs) are studied. Guided by gametheory, this study examines if either the IHE’s prestige, the competitiveness, or itsextent of grade inflation has a statistical effect on these peer assessment perceptions.A Likert scale was used to measure learner perceptions of their peer assessmentexperiences and the constructs. An exploratory factor analysis was performed on thethree constructs to confirm their validity. The study found a statistically significantcorrelation between institutional prestige and peer assessment perceptions