Name of Article Research Sites and Participants Main Findings Genres and Topics

Genres:
Research Sites It involved three phases: pre-cycle, Cycle 1, and Educational Research
ENHANCING
Cycle 2. Gamification in Education
STUDENTS’ State Junior High School 1 Banyumas,
Topics:
MOTIVATION IN located in Indonesia. Pre-cycle
Motivation in Learning
ENGLISH The study was conducted in the 8th-grade In the pre-cycle phase, only 62% of students were Gamification
LANGUAGE class H during the academic year actively engaged, with a motivation level of Teaching Strategies
LEARNING 2023/2024 68.21%. Challenges included boredom, low Student Engagement
confidence, and fear of making mistakes. Educational Technology
THROUGH Participants
GAMIFICATION Cycle 1
35 students, with a breakdown of 15 boys
and 20 girls. During Cycle 1, gamification techniques using the
Authors: Tono ClassPoint platform were introduced. This led to
SUWARTONO slight improvements, with engagement rising to
Cite: Naviantara, D., 66.96% and motivation to 72.71%. However,
Suwartono, T., & these levels were still below the desired
Romdona, Y. (2024). thresholds.
ENHANCING
STUDENTS’ Cycle 2
MOTIVATION IN
ENGLISH In Cycle 2, the focus shifted to auditory learning
LANGUAGE with reward-based games. This significantly
LEARNING improved engagement to 71% and motivation to
THROUGH 76.72%, surpassing the target levels
GAMIFICATION.
Jurnal PTK Dan The study concluded that technology and
Pendidikan, 9(2), gamification effectively enhance student
119–128. motivation and engagement in learning English.
https://doi.org/10.185 However, continuous refinement and addressing
92/ptk.v9i2.11080 distractions are crucial for sustained
improvements.
 Research Sites The main findings are: Genres:
Gamification in
Educational Research
Online Learning: The study was conducted at public Authenticity positively affects the three mediating
Quantitative Study
A Case Study universities in Malaysia. variables of perceived ease of use (PEU),
perceived usefulness (PU), and perceived Topics
among University Participants enjoyment (PE). Gamification:
Students in Online Learning
Malaysia Sample Size: 295 responses were initially PEU, PU, and PE all have positive effects on the Technology Acceptance Model (TAM)
collected, but after data cleaning, 283 intention to use gamification in online learning. Student Engagement and Motivation
usable responses were retained.
All three mediators (PEU, PU, and PE) also Educational Technology
Nor Azairiah Fatimah Demographics: The participants were present positive effects in the relationship between
Othman, Azila Jaini, undergraduate students at public authenticity and intention to use.
Mazida Ismail, Amir universities in Malaysia.
Imran Zainoddin, Siti The study affirms the applicability of the
Fatimah Mohamad Gender: 73.1% female (207 respondents) Technology Acceptance Model (TAM) in the
Radzi, Veera
Pandiyan Kaliani
and 26.9% male (76 respondents). online learning context, with the extension of
Sundram. (2023). authenticity as an external factor and perceived
Gamification in Online Age: enjoyment as a mediating factor.
Learning: A Case
Study among 20 years old and below: 33.9% The results suggest implications for educators and
University Students in higher learning institutions to modify their
Malaysia. Asian 21-24 years old: 65% learning outcomes and course content to make
Journal of University them more interesting through the use of online
Education (AJUE), 25 years old and above: 1.1% gamification tools.
Volume 19, Number
2, April 2023. Year in University: The study provides insights for future research to
https://doi.org/10.241
91/ajue.v19i2.22239 apply other external factors, such as knowledge
Year 1: 48% and trust, to enrich the study of gamification in the
online learning context.
Year 2: 26.5%

Year 3: 25.5%

ENHANCING RESEARCH SITES: Increased Engagement: The use of gamification Genres:

elements such as points, badges, and leaderboards
STUDENTS' significantly increased student engagement in
An-Najah National University: The
ENGAGEMENT authors are affiliated with An-Najah online learning environments.
1. Educational Technology
National University, Palestine.
IN ONLINE Improved Motivation: Gamification strategies 2. Instructional Design
led to higher motivation levels among students, 3. E-learning
LEARNING Participants: encouraging them to participate more actively and 4. Educational Psychology
THROUGH consistently in their coursework.
Maysa Abuzant - Faculty of Graduate
GAMIFICATION Studies, An-Najah National University, Enhanced Learning Experience: Students Topics:
Nablus, Palestine. reported a more enjoyable and interactive learning
experience, which contributed to better retention 1. Gamification in Education
Kifaya Sabbah - Faculty of Graduate of information and understanding of the course 2. Student Engagement
Studies, An-Najah National University, material. 3. Motivational Theories
Ramallah, Palestine. 4. Holistic Approach to Learning
Positive Feedback: The majority of students 5. Empirical Evidence and Case
Monji Ghanem - Faculty of Graduate provided positive feedback on the gamified online
Studies, An-Najah National University, Studies
learning system, noting that it made the learning
Tulkarm, Palestine. process more dynamic and less monotonous. 6. Challenges and Considerations

Challenges and Considerations: Despite the

positive outcomes, the study also identified
challenges such as the need for careful design and
implementation of gamification elements to avoid
potential drawbacks like excessive competition or
gaming the system.

Recommendations for Future Research: The

study suggests further exploration of different
gamification strategies and their long-term impact
on student engagement and learning outcomes in
various educational contexts.

Genres:
Research Sites The main findings are: Educational Research
The Influence of
Topics
Quizziz-online The research was conducted at a private 1. Gamification affected students'
- the use of the online game-
gamification on junior high school in Batu City, East engagement, leading to better
Java Province, Indonesia. active participation and discipline. based platform Quizziz in
learning 2. However, the impact on students' English language teaching.
engagement and Participants English learning outcomes was - the impact of using Quizziz
outcomes in A secondary school English teacher mixed or "dynamic". gamification on two main
62 students in the 9th grade at a private 3. The researchers concluded that aspects (Students' learning
online English junior high school in Batu City, East integrating an internet-based game
engagement & Students'
Language Java Province, Indonesia. like Quizziz in English instruction,
along with more cognitively driven English learning outcomes)
Teaching - the potential benefits and
approaches, is worth implementing
for better English learning drawbacks of using Quizziz
Inayati, N., & outcomes. gamification in English
Waloyo, A. A. language instruction,
(2022). The particularly during the COVID-
influence of 19 pandemic when online
Quizziz-online learning was prevalent.
gamification on
learning
engagement and
outcomes in online
English language
teaching. Journal on
English as a Foreign
Language, 12(2),
249-271. http://e-
journal.iain-
palangkaraya.ac.id/i
ndex.php/jefl

Genres:
Research site: Main findings: _Quantitative research
Developing
_Academic Journal
Gamified Learning Undergraduate students at the Faculty of 1. Increased Student Engagement: The
Management Teacher Training and Education, introduction of gamified Learning
Universitas Veteran Bangun Nusantara - Management Systems (LMS) significantly Topics:
Systems to Indonesia. increased student engagement in online _Gamification
Increase Student learning environments. Students exhibited _Learning Management Systems (LMS)
Engagement in Participants: higher motivation and active participation _Online Learning Environments
Online Learning in online classes compared to those using _Student Engagement
60 students in the experimental class (32 traditional LMS.
female, 28 male) and 52 students in the 2. Enhanced Participation and
control class (28 female, 24 male). Understanding: The use of gamified
elements such as points, badges,
Singgih
leaderboards, and challenges encouraged
Subiyantoro, I students to engage more in discussions,
Nyoman Sudana collaborate with peers, and improve their
understanding of learning materials.
Degeng, Dedi
Students reported enjoying the gamified
Kuswandi, and approach, which made learning more
Saida Ulfa interactive and enjoyable.
3. Technical and Institutional Barriers:
Despite the positive impact on
engagement, the implementation faced
several challenges. Technical limitations,
such as internet connectivity issues and
the complexity of integrating gamified
elements into existing LMS platforms,
were significant barriers. Additionally,
inadequate institutional support, including
a lack of policies and resources, hindered
the full potential of gamified LMS