Using gamification to support learning in K-12 education: A systematic literature review

Using gamification to support learning in K-12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K-12 students. The purpose of this review was to synthesize research findings on the use of gamification in K-12 education and to propose an evidence-informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K-12 students' learning. In this regard, 54 empirical studies (out of 907 peer-reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, 'individual factors', 'environmental factors', 'learning process' and 'learning outcome'. The review yielded rich findings concerning each dimension, providing K-12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming.