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

2023-08Journal article Open access
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dc.contributor.authorRatinho, Elias
dc.contributor.authorMartins, Cátia
dc.date.accessioned2023-11-27T16:16:11Z
dc.date.available2023-11-27T16:16:11Z
dc.date.issued2023-08
dc.description.abstractGamification, 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1016/j.heliyon.2023.e19033pt_PT
dc.identifier.eissn2405-8440
dc.identifier.urihttp://hdl.handle.net/10400.1/20169
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.relationPsychology Research Center
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectGamespt_PT
dc.subjectCooperative/collaborative learningpt_PT
dc.subjectImproving classroom teachingpt_PT
dc.subjectMobile learningpt_PT
dc.subjectTeaching/learning strategies 21st centurypt_PT
dc.subjectAbilitiespt_PT
dc.titleThe role of gamified learning strategies in student's motivation in high school and higher education: A systematic reviewpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitlePsychology Research Center
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F04345%2F2020/PT
oaire.citation.issue8pt_PT
oaire.citation.startPagee19033pt_PT
oaire.citation.titleHeliyonpt_PT
oaire.citation.volume9pt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameRatinho
person.familyNameMartins
person.givenNameElias
person.givenNameCátia
person.identifier.ciencia-idF31E-F4F2-A597
person.identifier.ciencia-id5E1F-2231-425E
person.identifier.orcid0000-0003-1778-8343
person.identifier.orcid0000-0002-1819-8516
person.identifier.ridA-1775-2018
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationca6534a3-b176-4186-a5de-9d9c4ce6c8e0
relation.isAuthorOfPublicationb6badb83-eca7-4fce-800c-4bb41abb1ccb
relation.isAuthorOfPublication.latestForDiscoveryca6534a3-b176-4186-a5de-9d9c4ce6c8e0
relation.isProjectOfPublicationd6fe0f1f-18bc-4236-95d5-c6f15d92cfbd
relation.isProjectOfPublication.latestForDiscoveryd6fe0f1f-18bc-4236-95d5-c6f15d92cfbd

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