Abstract
This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context. The found effect(s) of gamified instruction on students’ learning engagement and achievement are discussed in relation to the a) intervention design, its flaws and their potential impact on reported outcomes and b) prevalent practice in gamification research. The discussion is structured around data collection sources, sample size, and intervention duration, but also the characteristics of learning technology, learning approach, course content, type of games and game elements. This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions. Furthermore, the study highlights the necessity of approaching the topic through a mixed-method approach involving a more intensive tracking schedule with new assessment instruments and a larger number of participants that are longitudinal or at least of a longer duration in order to obtain more comprehensive findings.
Highlights
Gamification is a relatively new phenomenon that builds on established game-design principles and an understanding of human nature (Chou, 2016). Werbach and Hunter (2012) define game design elements as pyramidal hierarchies composed of three layers: components, mechanics and dynamics
This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context
This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions
Summary
Gamification is a relatively new phenomenon that builds on established game-design principles and an understanding of human nature (Chou, 2016). Werbach and Hunter (2012) define game design elements as pyramidal hierarchies composed of three layers: components, mechanics and dynamics. Gamification is a relatively new phenomenon that builds on established game-design principles and an understanding of human nature (Chou, 2016). Being grounded in behavioural economics and psychology, gamification allows designers to achieve intervention objectives (Chou, 2016; Wood & Reiners, 2015). The theoretical rationale behind a specific gamification design relies on field-specific theories and general psychology theories that explain human nature and behaviour in a given context. Lifestyle gamification involves applying game-design principles into people’s daily activities and habits, and one of the sectors where it branches is education (Chou, 2016). Unlike serious games (that are not designed for pure entertainment but for provoking a thought and/or delivering a message, developing skills, teaching a lesson, providing experience and emotions, or changing behaviour and attitudes (Nguyen, Ishmatova, Tapanainen, Liukkonen, Katajapuu, Makila, Luimula, 2017; Duin, Hauge, Hunecker, Thoben, 2011; Deterding, Khaled, Nacke & Dixon, 2011), gamification is not designed to influence learning directly, but to alter learners’ attitude or behaviour and improve already existing instruction as a consequence of this change in the attitude or behaviour (Landers, 2014; Koivisto & Hamari, 2019; Dichev & Dicheva, 2017)
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