Abstract
One of approaches to increase learning motivation is by using gamification in education. The framework of gamification implementation is MDA (Mechanic, Dynamic, and Aesthetic). Now days, gamification is used more frequently in higher education. Therefore, it is necessary to investigate any MDA components that able to increase learning motivation and learning outcomes. By knowing the trends in the implementation of gamification components that can increase learning motivation and outcomes, then gamification designer can have a basic foundation in the application of gamification in higher education. Furthermore, this study also investigates the application of counterproductive MDA components related to learning motivation and learning outcomes. This study involved gami- fication research at higher education conducted from 2015 to 2018.
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