RELATED LITERATURE – ACE

Barata, Gama et al. (2014) acknowledge gamified education as an emerging approach with significant
potential to engage students and bolster academic performance. However, gaps persist in
understanding how diverse student learning styles intersect with gamification and how their gaming
behaviors influence their educational experiences. The study identifies and characterizes four distinct
student types within a gamified learning environment: Achievers, Regular students, Halfhearted
students, and Underachievers, each employing distinct strategies towards the course and
demonstrating unique gaming preferences. The paper provides an in-depth examination of each
student type, delving into the potential implications of varied gaming preferences on the students'
educational journey within the context of gamified learning.

Smiderle et al. examined the effects of gamification on student learning, behavior, and
engagement in a web-based programming environment over a four-month experiment with 40
undergraduate students. Participants were randomly assigned to either a gamified or non-gamified
version of the programming learning environment. The study found that gamification impacted users
differently based on their personality traits, indicating that the effectiveness of gamification depends
on individual characteristics. This suggests the need for personalized approaches in implementing
gamified learning environments to optimize outcomes. The research sheds light on the complex
relationship between gamification, user traits, and learning outcomes.

Chapman et al. (2023) explore the burgeoning interest in gamification's impact on education,
acknowledging its effectiveness in motivating learners while recognizing individual variability in
responses. While previous research has attempted to apply online gaming player-type models to
education, disparities between the two domains necessitate a more nuanced approach. To address
this, the paper introduces a motivational-style model derived from gamified educational environments.
Through principal component analysis of data from Organizational Behavior courses, the authors
identify a two-factor space: social versus individual motivators, and utility versus accomplishment
motivators. This analysis reveals four distinct motivational profiles: Citizen, motivated by social
interactions like group work; Pragmatist, driven by traditional assignments and exams; Gamer,
incentivized by game elements and progress comparisons; and Achiever, focused on personal
advancement. The paper advocates for tailored design strategies for each profile to enhance
educational gamification practices.

Blankman (2022) explores the various applications of gamification in education, which range
from early childhood learning to undergraduate-level topics. The author explores how firms such as
HMH use gaming principles in educational products like Waggle and Math 180 to make learning more
interesting and effective. For example, Waggle uses in-program prizes and individualized courses to
keep students engaged, similar to the gradual challenge levels in video games. Math 180 rewards
achievements tied to a growth mindset and includes real-world simulations and math-focused video
games. The author also cites MinecraftEdu and the Oregon Game Project Challenge as examples of
how gamification can be used outside of traditional educational settings to foster collaborative game
design and interdisciplinary learning opportunities in fields such as computer science and graphic
design.
 Samosa, Policarpio et al. delve into the challenges students face in understanding printed
symbols and tackling complex assignments, which can detrimentally affect their academic performance
and well-being. Additionally, many students lack proficiency in writing at an advanced level, with only a
small fraction capable of producing compelling and articulate responses. Their research project aims to
evaluate the effectiveness of gamification platforms in improving students' overall writing skills, while
also exploring the benefits of modern pedagogy techniques. Specifically, the study focuses on
implementing gamification as an innovative strategy to enhance Grade 3 learners' writing abilities at
Mary Josette Academy during the 2021-2022 academic year. With a targeted participant pool of
approximately 30 Grade 3 students, the researchers plan to gather insights through structured
interviews to gauge the impact of gamification on their writing skills. Through this investigation, the
researchers seek to assess the effectiveness of gamification in enhancing writing skills from the
perspective of Grade 3 students.

Singh (2023) emphasizes the revolutionary potential of gamification in education, describing it

as a strong instrument for revolutionizing teaching and learning in the twenty-first century. Using game
design concepts, educators may develop immersive and engaging learning experiences that promote
active student participation and academic success. Gamified learning has the potential to provide
individualized, engaging, and successful educational experiences, helping students to develop into
critical thinkers and lifelong learners in an ever-changing technology context. To optimize its impact,
educators and EdTech developers must continuously perfect gamification approaches, paving the way
for a more intelligent and proficient generation of learners.

Gamification in Education: A Systematic Mapping Study by Hamari, Koivisto, and Sarsa (2014) -
This research paper provides a comprehensive overview of gamification in education, including its
applications, effectiveness, and future directions, based on a systematic literature review. While
gamification is gaining ground in business, marketing, corporate management, and wellness initiatives, its
application in education is still an emerging trend. This article presents a study of the published empirical
research on the application of gamification to education. The study is limited to papers that discuss explicitly
the effects of using game elements in specific educational contexts. It employs a systematic mapping design.
Accordingly, a categorical structure for classifying the research results is proposed based on the extracted
topics discussed in the reviewed papers. The categories include gamification design principles, game
mechanics, context of applying gamification (type of application, educational level, and academic subject),
implementation, and evaluation. By mapping the published works to the classification criteria and analyzing
them, the study highlights the directions of the currently conducted empirical research on applying
gamification to education.

Gamification and Personalized Learning Enhancing Student Engagement in Higher Education by

Preksha Yadav (2023). Gamified personalized learning (GPL) has emerged as a promising approach to
enhance student engagement and promote positive learning outcomes in higher education. This study
investigated the effectiveness of GPL by comparing its impact on student engagement to that of
traditional non-gamified personalized learning (non-GPL) in a higher education setting. The study
employed a two-way ANOVA and regression analysis to examine the effects of group (GPL vs. non-GPL)
and time (pre-test vs. post-test) on engagement scores. The results indicated a significant positive effect
of GPL on engagement. Additionally, the increase in engagement scores from pre-test to post-test was
greater for the GPL group. Regression analysis revealed that points, badges, and leaderboards were all
significantly positively correlated with engagement scores. These findings suggest that GPL can be a
valuable tool for enhancing student engagement and promoting positive learning outcomes in higher
education.

Gamification and Education: a Literature Review by Jeffrey Earp (2014). The term “gamification”
is generally used to denote the application of game mechanisms in non-gaming environments with the
aim of enhancing the processes enacted and the experience of those involved. In recent years,
gamification has become a catchword throughout the fields of education and training, thanks to its
perceived potential to make learning more motivating and engaging. This paper is an attempt to shed
light on the emergence and consolidation of gamification in education/training. It reports the results of
a literature review that collected and analysed around 120 papers on the topic published between
2011 and 2014. These originate from different countries and deal with gamification both in training
contexts and in formal educational, from primary school to higher education. The collected papers
were analysed and classified according to various criteria, including target population, type of research
(theoretical vs experimental), kind of educational contents delivered, and the tools deployed. The
results that emerge from this study point to the increasing popularity of gamification techniques
applied in a wide range of educational settings.

Effects of Gamified Learning Activities in Enhancing Junior High School Students’ English
Vocabulary Retention by Mina Samortin (2023). The Gamified Learning Activities (GLA) is a
modification of different word games adherence to the theories of second language acquisition, second
language learning, cooperative learning, and collaborative learning. The purpose of this experimental
study is to assess the effects of gamified learning activities in enhancing the English vocabulary
retention of 126 randomly selected heterogeneous Filipino students in junior high school at a private
school in northern Cagayan. The test performances of students were analyzed using the T-test. The
vocabulary pre-test results of both groups obtained a poor performance, wherein, the test result of the
control group was higher than the experimental group. Furthermore, the vocabulary post-test results of
both groups obtained an average performance, wherein, the experimental group obtained an above-
average, while the control group obtained a below-average. Moreover, the difference among the pre-
test performances of both groups shows that the null hypothesis is accepted. Then, the difference
between the post-test performances of both groups shows that the null hypothesis is rejected. The
findings implied that the objectives of the intervention program were successfully attained. Therefore,
the GLA approach is highly recommended.
References

Barata, Gama et al. (2014). Relating gaming habits with student performance in a gamified learning
experience. Retrieved from https://dl.acm.org/doi/10.1145/2658537.2658692

Smiderle et al. (2020). The impact of gamification on students’ learning, engagement and behavior
based on their personality traits. Retrieved from
https://slejournal.springeropen.com/articles/10.1186/s40561-019-0098-x

Chapman et al (2023). So, Why Do Students Perform Better in Gamified Courses? Understanding
Motivational Styles in Educational Gamification. Retrieved from
https://journals.sagepub.com/doi/10.1177/07356331221127635

Blankman (2022). Gamification in Education: The Fun of Learning. Retrieved from

https://www.hmhco.com/blog/what-is-gamification-in-education

Prof. C. Samosa, V. Policarpio, et al. . "Gamification as an Innovative Strategy to Improve Learners'

Writing Skills." Retrieved from https://files.eric.ed.gov/fulltext/ED618330.pdf

Singh (2023). Gamification In Education: Advancing 21st-Century Learning. Retrieved form

https://elearningindustry.com/gamification-in-education-advancing-21st-century-learning

Hamari, Koivisto, and Sarsa (2014). Gamification in Education: A Systematic Mapping Study. Retrieve
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9

Jeffrey Earp (2014). Gamification and Education: a Literature Review. Retrieve from
https://www.researchgate.net/publication/266515512_Gamification_and_Education_a_Literature_Re
view

Mina Samortin (2023). Effects of Gamified Learning Activities in Enhancing Junior High School Students’
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school-students-english-vocabulary-retention/