Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Abstract

Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come.

Gender Influence on Students Attitude Towards the Use of Scramble Game for Learning in Secondary School English Language Concepts in Ilorin Metropolis

“…The field of education has not been left out in the adoption of gamification, most especially, for classroom instructional purposes (Rose et al, 2016;Saprudin et al, 2020). Gamification has gained significant interest among educators across the globe, this might be because of the characteristics that are inherent in gamification (Mekler et al, 2017;Navarro-Espinosa, J. A. et al, 2022;Palaniappan et al, 2022).…”

“…The penetration of the gamification trend in educational settings seems to be still climbing up to the top, as indicated by the amount and annual distribution of the reviewed works. However, studies on gamification published in top academic journals has increased in the multiples of five over the last five years (Navarro-Espinosa, J. A. et al, 2022).…”

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

“…The gamification techniques have been shown to promote student learning and motivation (Kapp, 2012;Zimmerling et al, 2019), improve their scientific thinking (Morris et al, 2013), as well as the effect they have on their learning and its outcomes (Subhash & Cudney, 2018;Zainuddin et al, 2020). Several reviews have been conducted in recent years in an attempt to explore and provide insights into the growing body of knowledge in gamification (Navarro-Espinosa et al, 2022). One of the first reviews was conducted by Subhash and Cudney (2018) and supported several benefits of gamification such as improved students' performance, motivation, and learning perception.…”

Player profiles for game‐based applications in engineering education

“…In the field of education, gamification has proven to be an effective methodology to increase students' motivation and engagement in computer-based learning environments [48,59,62]. Self-determination theory (SDT) attributes to educational gamification the ability to increase the motivation of students at all educational levels as it favors the development of the three basic needs identified by the psychology of motivation: autonomy, competence, and relatedness [27,47,80].…”