Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

Abstract

Literature emphasizes that gamification significantly enhances students' engagement in learning and their motivation level. Studies have also examined the benefits of gamification in learning across different levels of education. However, the focus on academics' pedagogical understanding, knowledge, and skills and how they utilize these in planning and carrying out their gamified lessons particularly in the context of higher education, are not well researched. A mixed-methods study was conducted at a Malaysian public university with the aim of uncovering the practices, purposes, and challenges of integrating gamification via technology from the academics' perspective. Findings show the academics' practices of gamification could be further enhanced and their pedagogical considerations revolve around five main themes: (i) motivating students' learning; (ii) facilitating thinking skills and solving problems; (ii) engaging students' learning; (iv) facilitating interactions and (v) achieving specific teaching and learning goals. Based on the findings, the researchers proposed two models that would be able to facilitate and enhance academics' pedagogical knowledge and skills in integrating gamification for students' learning.

Investigating the influence of gamification on motivation and learning outcomes in online language learning

“…This is because, the immersive nature of gamification, facilitated by storytelling and narrative-driven scenarios, enhances comprehension and retention of language content (Hossein-Mohand et al, 2021 ). Subsequently, gamification can serve as an effective pedagogical tool for enhancing language learning outcomes by promoting active engagement and meaningful learning experiences (Kabilan et al, 2023 ). In the related stream, Roosta et al ( 2016 ) corroborated that personalization has emerged as a significant aspect of gamified language learning.…”

Exploring the Perspectives of Middle School Teachers’ Towards Gamification in the EFL Context

“…Since games can be played either individually or collectively, game mechanics can be classified into self-elements and social elements (Seaborn & Fels, 2015). The former encompasses points, badges, trophies, storylines, time restrictions, While previous research in the field of educational gamification put more emphasis on learners, little has been said about teachers' attempts to gamify their classrooms and the challenges faced (Kabilan, Annamalai, & Chuah, 2023) particularly in the Algerian middle school. After all, all stakeholders should be given equal consideration in order to achieve quality results.…”

The Use of Gamification for Learning SCRUM: Findings from a Case Study with Information Systems Students

“…The state of the art in this field showcases a growing recognition of its potential to transform traditional education methods. In recent years, educators have increasingly incorporated gamified elements into their courses, from online quizzes and leaderboards to more immersive experiences that blend educational content with interactive gameplay [2][3][4]. This shift reflects a broader acknowledgment that gamification can foster active participation, problem-solving skills, and a deeper understanding of complex subjects.…”

“…Moreover, it aligns with the modern student's desire for dynamic and interactive learning experiences. The state of the art also involves the integration of technology, such as virtual reality and mobile applications, to create more immersive and personalized gamified educational experiences, catering to a diverse range of learning styles [2].…”