Universal Journal of Educational Research

ABSTRACT

Educational technology has increasingly embraced gamification the use of game design elements (points, badges, challenges, etc.) in non-game learning environments as a strategy to boost student motivation and engagement. This scoping review synthesizes the recent (2023–2025) literature on gamification in education, focusing on reported outcomes and effectiveness. A systematic search of multiple databases (e.g. Scopus, Web of Science, ERIC) was conducted following PRISMA-ScR guidelines. We included open-access empirical and review studies (quantitative, qualitative, or mixed-methods) published in English that evaluated gamified educational interventions. Data was analyzed thematically. In total, 8 studies met the criteria (published 2023–2025). Overall, findings indicate that gamified interventions tend to improve learners’ engagement, motivation, and achievement. Commonly used game elements include points, badges, and leaderboards, often in online learning contexts. Notably, a recent meta-analysis reported a large positive effect (Hedges’ g ≈ 0.82) of gamification on learning outcomes. However, results were not uniformly positive: some studies reported mixed or context-specific outcomes, and effective implementation appeared to depend on thoughtful instructional design. Emerging trends include the integration of gamification with immersive technologies (VR/AR), mobile learning, and adaptive personalization. This review highlights that when well-designed, gamification can meaningfully enhance educational experiences. We conclude with implications for educators and developers, and suggest future research directions (e.g. long-term effectiveness, equity, and adaptive gameful systems).