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Cited by 341Educational Games and GamificationDigital Games and MediaOnline Learning and Analytics

The DOI matches its Crossref record; 113 of the 115 references it cites were found in a registry or an index.

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

Open access
Ratinho, Elias, Martins, Cátia·2023·Heliyon
DOI 10.1016/j.heliyon.2023.e19033PMC PMC10448467
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Abstract

Gamification, defined as the integration of videogame components to promote a gameful experience, is increasingly being implemented in education with the aim of enhancing students' engagement and motivation. Accordingly, since 2010 it has constituted an area of growing interest for researchers and teachers. Following PRISMA 2020's methodology, a systematic review (SR) was conducted in November 2022 seeking to explore the influence of gamification strategies on students' motivation to learn. Having identified 548 articles, 40 studies were chosen based on the selection criteria set and analyzed to reveal that game elements such as points, badges and rankings are widely used to motivate students. From a theoretical perspective, gamification studies focus on the dichotomy of intrinsic and extrinsic motivation. The results suggest a positive influence of gamification strategies on students' motivation, although in the long run, such motivation can decline. Furthermore, the influence of a novelty effect and extrinsic rewards on motivation is identified, which can lead to greater motivation in the short term, followed by a decrease with further exposure to gamification. Future studies should focus on the influence of students' individual traits (e.g., gaming experience, openness to competition and cooperation) on gamification strategies. Moreover, long-term exposure to gamification as well as the novelty effect should be explored.

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Research works printed but not linked: 4

  1. Hunicke, 2004, MDA: a formal approach to game design and game research, Proceedings of the AAAI Workshop on Challenges in Game AI, 4, 1722
  2. Jakubowski, 2014, Designing gamified course for students–framework and examples, The Shift from Teaching to Learning: Ind Collect Org Learn Thr Gam Simul, 248
  3. Stott, 2013, Analysis of gamification in education, Surrey, BC, Canada, 8, 36
  4. Oliveira, 2016, A evolução tecnológica e sua influência na educação, Revista Interface Tecnológica, 13, 23, 10.31510/infa.v13i1.123 · DOI

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Metadata

Authors
Ratinho, E., & Martins, C.
Affiliations
University of Algarve (PT)
Corresponding author
Ratinho, Elias
ORCID
Venue
Heliyon
Publisher
Elsevier BV
Published
2023-08
Volume
9
Issue
8
Pages
e19033
ISSN
2405-8440 (ISSN-L)
DOI
10.1016/j.heliyon.2023.e19033
PMC
PMC10448467
OpenAlex
W4385648798
Cited by
221
References
115
Citations by year
2026: 93 · 2025: 82 · 2024: 36 · 2023: 10
FWCI
12.70
Type
journal article
Language
en
Open access
Licence
Locations
  • Heliyon (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by)
Funders
Fundação para a Ciência e a Tecnologia (CIP - Ref a UID/ PSI /04345/2020, UID/PSI/04345/2020)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Sociology and Political Science › Digital Games and Media
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
gamification, gamified learning, student motivation, intrinsic motivation, extrinsic motivation, novelty effect, extrinsic rewards, student engagement, upper secondary school, higher education

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