66 11.3 Discussion
Current State of Gamification and GBL
Gamification and GBL are becoming increasingly recognized within higher education as methods to improve engagement and motivation, particularly in online settings. These approaches address today’s learners’ changing expectations, increasingly seeking interactive and personalized learning experiences. However, while common elements like points, badges, and leaderboards are becoming more prevalent in educational contexts (see Table 1), many implementations lack solid theoretical foundations, limiting their educational impact (Khalid et al., 2023). Structured frameworks that ensure gamification aligns with educational objectives are essential to promote meaningful learning.
Table 1
Gamification Mechanics
Note. This table illustrates core gamification elements in education contexts and highlights how each feature contributes to specific learning outcomes.
The integration of Commercial-Off-The-Shelf (COTS) games represents a significant development in gamification strategies. Becker (2017) notes that COTS games can provide educators with ready-made, engaging content that can be effectively repurposed for education objectives. However, selecting appropriate COTS games requires careful evaluation of their alignment with learning goals and consideration of technical requirements. The adaptability of these games allows educators to leverage proven, immersive content that resonates with students while supporting specific learning objectives (Becker, 2017).
A significant development in gamification is the shift toward personalization, supported by data-driven technologies that adapt game mechanics to individual learner profiles. This evolution aligns well with the principles of adult learning, which emphasize autonomy, relevance, and practical application (Becker, 2017). Personalized gamification has the potential to enhance engagement by tailoring experiences to adult learners’ unique needs and professional goals. GBL complements this approach by offering flexible, motivating tools that align with individual learning objectives (Khalid et al., 2023).
Despite the advantages of gamification, research on its effects has primarily focused on traditional undergraduate students, leaving gaps in understanding how it affects nontraditional students, including adult learners with diverse needs (Turner et al., 2018). However, game-based learning has shown promise in increasing cognitive engagement and stimulating emotional connections with the learning material by offering immediate feedback and incremental achievement. This interactive environment allows students to apply academic knowledge in practical contexts (Turner et al., 2018).
Nevertheless, significant barriers, such as the need for specialized training, continue to restrict the widespread adoption of gamification and GBL. The lack of robust empirical evidence on gamification’s effects on academic achievement is mixed; some studies report no significant impact on knowledge retention or test scores compared to traditional methods, highlighting the need for further research on optimal strategies (Khalid et al., 2023). Moving forward, evidence-based approaches and adaptive, data-driven models tailored to diverse learner needs will be essential to enhance the effectiveness of gamified experiences (Turner et al., 2018).
Challenges in the Implementation of Gamification and Game-Based Learning
Integrating GBL and gamification into higher education presents challenges that must be addressed for these approaches to be sufficient. Macías-Guillén et al. (2021) emphasize that GBL must directly support academic content; otherwise, they risk becoming mere entertainment with limited educational value. The shift to gamified learning involves understanding game mechanics, user engagement, and motivational psychology—skills many educators lack formal training in. Bawa (2020) notes that inconsistent application of game-based strategies often results from inadequate training, undermining the effectiveness of gamification in enhancing student engagement.
Resource constraints present another significant barrier to implementation. Designing meaningful gamified experiences demands considerable resources, including specialized software and virtual environments, which many institutions struggle to provide (Macías-Guillén et al., 2021). Without adequate resources, the scalability and sustainability of gamification across programs remain limited. Additionally, institutions must provide the necessary support and training to help educators integrate gamified elements meaningfully into their curriculum, addressing the current gap in expertise among educators.
Diversity of Learners and Technological Barriers in Gamified Environments
Implementing gamification in higher education faces unique challenges related to student diversity and technological access. Khalid et al. (2023) emphasize that students’ varied motivations, prior knowledge, and learning preferences present significant challenges in applying uniform gamification strategies for all parties involved. The complexity of higher education subjects further complicates the standardization of gamification approaches across disciplines, necessitating careful consideration of individual student needs and learning contexts (Khalid et al., 2023).
Technological infrastructure presents additional challenges, particularly in online learning environments. Many institutions lack the infrastructure to support complex game mechanics within learning management systems, while limited technical support further restricts implementation (Macías-Guillén et al., 2021). The digital divide among students, manifesting in varying levels of technological literacy and access to required platforms, can significantly impact their ability to engage with gamified elements effectively (Becker, 2017).
Cultural and perceptual barriers also influence the effectiveness of gamification in online higher education. Filatro and dos Santos Garcia (2021) note that some individuals view gamification as trivial, potentially undermining its educational value. These perceptions arise from students’ diverse cultural values, beliefs, and learning preferences, potentially leading to a disconnect between game elements and students’ cultural expectations (Filatro & dos Santos Garcia, 2021).
Assessment Challenges in Game-Based Learning
Assessment practices in gamified environments present another challenge. Traditional assessments, such as exams and essays, may not effectively measure competencies like problem-solving, creativity, and collaboration, which are central to GBL (Macías-Guillén et al., 2021). Bawa (2020) highlights the difficulty in assessing the impact of gamification on student performance, emphasizing the need for new assessment frameworks to capture the experiential learning facilitated by game-based activities.
Time constraints on educators further complicate the implementation of effective assessment strategies in gamified environments, particularly in adult education, where learners often require tailored support and practical application of concepts. The additional responsibilities of course preparation and grading, combined with the complexity of designing and managing gamified activities, may discourage educators from fully adopting gamification strategies, limiting the potential to meet the diverse needs of adult learners (Lester et al., 2023).
Opportunities of Gamification and Game-Based Learning in Higher Education
Gamification offers significant opportunities to transform higher education through enhanced student engagement and personalized learning experiences. The immersive nature of gamified environments, characterized by challenges and achievements, can significantly boost intrinsic motivation and student interest in the course material (Macías-Guillén et al., 2021). This aligns with Activity Theory (AT), which emphasizes the importance of mediation in human activities (Bawa, 2020). In a gamified environment, the tools–points, levels, and rewards–mediate interactions between students, their peers, and the content, enhancing their sense of agency and accomplishment and enabling students to develop connections with the academic content.
Furthermore, gamified systems can adapt to individual learner needs, allowing students to engage with content that matches their skill levels and knowledge (Turner et al., 2018). This personalized approach promotes learner autonomy and empowers students to take control of their educational journey, an essential component of online learning. Gamified systems can also provide real-time feedback, enabling students to adjust their strategies and improve their performance over time (Turner et al., 2018). Through this lens, AT suggests that the interaction between the individual (student) and the tools (game mechanics) supports the accomplishment of learning goals (objectives), making the educational process more dynamic and participatory (Bawa, 2020). This creates a continuous cycle of engagement and learning consistent with the AT principle of mediated actions.
Additionally, gamification encourages collaboration and builds a sense of community among learners. Social elements, such as team-based challenges and leaderboards, encourage peer interaction, enhancing the social presence of online learning environments. Activity Theory highlights the significance of the social dimension in learning, suggesting that community and collaboration are integral to educational processes (Bawa, 2020). Learners collaborating in gamified settings share insights, strategize, and solve problems, reinforcing the communal nature of learning emphasized in AT. This collaboration helps students develop critical soft skills such as teamwork and communication, which are highly valued in professional settings (Pardim et al., 2023). Moreover, the collaborative nature of gamified learning environments can alleviate the isolation fatigue felt in online education (Bawa, 2020).
Addressing Diverse Learner Needs through Gamification
Gamification effectively addresses diverse learning preferences by offering various mechanics that cater to different learning styles. Storytelling and narrative elements, in particular, enable students to better understand and retain course materials (Macías-Guillén et al., 2021). Activity Theory further supports this perspective by highlighting how tools–such as narratives and game-based systems–mediate and enhance individual learning experiences (Bawa, 2020). The tools allow learners to engage actively with content, reinforcing AT’s premise that learning is a mediated process shaped by the tools and the social context surrounding it.
Emerging Trends in Gamification and Game-Based Learning in Higher Education
The integration of gamification and GBL in higher education continues to grow, reflecting a shift toward more interactive and engaging learning experiences aligning with the needs of today’s diverse learners. As more educators and institutions explore gamification, these methods will likely continue to refine and adapt to various education contexts, enriching student learning outcomes.
Furthermore, Bawa (2020) highlights that GBL is gaining popularity as educators seek immersive, engaging learning environments to enhance motivation, engagement, and understanding of course concepts. This trend aligns with the growing recognition of gamification as a tool to improve student engagement, especially among the current and upcoming tech-savvy generations. The personalization of gamification is another essential movement, with data analytics and artificial intelligence enabling adaptive learning experiences that cater to individual student progress and concentration levels. As technology advances, gamification and GBL are increasingly integrated into online and face-to-face learning environments, supported by growing digital infrastructure (Irwanto et al., 2023).
Media Attributions
- Table 1