A Meta-Synthesis on Gamification in High School Chemistry Education

Kristine Andaya Angub, Estelita Orahay Genon, Maria Nancy Quinco-Cadosales

Abstract


Gamification, the integration of game design elements into non-game settings, has emerged as an innovative approach to enhance student engagement and learning in education. The influence of gamification on high school chemistry education was meta-synthesized from the 12 selected studies published between 2023 and 2025. Using the PRISMA 2020 flow diagram, the selected studies were screened from Google Scholar and Scopus databases. The Critical Appraisal Skills Programme (CASP) checklist was utilized to finally screen the 12 studies. The transformative impact of gamification on students’ learning and engagement was identified as the meta-theme that emerged from the thematic analysis. Consequently, three themes emerged, namely, opportunities in utilizing gamification in teaching chemistry, challenges in implementing gamification in teaching chemistry, and strategies for effective implementation of gamification in teaching chemistry. Nine sub-themes were extracted from the overarching themes, as follows: elevated student motivation and enjoyment, enhanced learning and knowledge retention, development of the 21st century skills, teacher-related constraints, student-related difficulties, infrastructure and resource limitations, content-driven and aligned with the curriculum, storytelling and feedbacking, and integrating technology with the aid of emerging tools. These findings underscore the potential of gamification as a powerful pedagogical tool in high school chemistry education. It is recommended that targeted teacher training and the development of advanced digital infrastructure be provided to support the long-term sustainability of game-based environments.


Keywords


gamification, high school chemistry, meta-synthesis

Full Text:

PDF

References


Adipat, S., & Chotikapanich, R. (2022). Sustainable development goal 4: An education goal to achieve equitable quality education. Academic Journal of Interdisciplinary Studies, 11(6), 174. https://doi.org/10.36941/ajis-2022-0159

Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169

Álvarez-Herrero, J., & Valls-Bautista, C. (2021). The game as a strategy of learning chemistry among high school students. European Journal of Science and Mathematics Education, 9(3), 80–91. https://doi.org/10.30935/scimath/10947

Ahmadvand, S., & Khoshchehreh, M. (2023). Theory and practice: Implications of social constructivism in education. International Journal of Humanities and Social Development Research. 7(2), 19-30. https://doi.org/10.30546/2523-4331.2023.7.2.19

Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: Motivating and involving students in the learning process. Heliyon, 9(1), e13135. https://doi.org/10.1016/j.heliyon.2023.e13135

Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education Research, 18, 395–417. https://doi.org/10.28945/4417

Anane, C. (2024). Impact of a game-based tool on student engagement in a foreign language course: a three-term analysis. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1430729

Araújo, I., & Carvalho, A. A. (2022). Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers. Education Sciences, 12(3), 191. https://doi.org/10.3390/educsci12030191

Baah, C., Govender, I., & Subramaniam, P. R. (2024). Enhancing learning engagement: A study on gamification’s influence on motivation and cognitive load. Education Sciences, 14(10), 1115. https://doi.org/10.3390/educsci14101115

Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00430-5

Beese, J. A., & Martin, J. L. (2019). Csikszentmihalyi’s concept of flow and theories of motivation connection to the arts in an urban public high school. Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 15(1). https://doi.org/10.21977/d915135480

Brassinne, K., Reynders, M., Coninx, K., & Guedens, W. (2020). Developing and implementing GAPc, a Gamification project in chemistry, toward a remote active student-centered chemistry course bridging the gap between precollege and undergraduate education. Journal of Chemical Education, 97(8), 2147–2152. https://doi.org/10.1021/acs.jchemed.9b00986

Brau, B., Fox, N., & Robinson, E. (2022). Behaviorism. In R. Kimmons (Ed.), Education Research. EdTech Books. https://edtechbooks.org/education_research/behaviorismt

Brugliera, P. (2024). The effectiveness of digital learning platforms in enhancing student engagement and academic performance. Journal of Education, Humanities, and Social Research, 1(1), 26–36. https://doi.org/10.70088/xq3gy756

Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5), e09541. https://doi.org/10.1016/j.heliyon.2022.e09541

Cavus, N., Ibrahim, I., Okonkwo, M. O., Ayansina, N. B., & Modupeola, T. (2023). The effects of gamification in education: A systematic literature review. Brain Broad Research in Artificial Intelligence and Neuroscience, 14(2), 211–241. https://doi.org/10.18662/brain/14.2/452

Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1395155

Chans, G. M., & Castro, M. P. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132

Chen, J., & Liang, M. (2022). Play hard, study hard? The influence of gamification on students’ study engagement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.994700

Chen, S., Husnaini, S. J., & Chen, J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224–2245. https://doi.org/10.1080/09500693.2020.1817607

Chi, C. (2023). Philippines still lags behind world in math, reading and science — PISA 2022. Philstar.com. https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022

Chng, E., Tan, A. L., & Tan, S. C. (2023). Examining the Use of Emerging Technologies in Schools: a Review of Artificial Intelligence and Immersive Technologies in STEM Education. Journal for STEM Education Research, 6(3), 385–407. https://doi.org/10.1007/s41979-023-00092-y

Christopoulos, A., & Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223–1243. https://doi.org/10.3390/encyclopedia3040089

Critical Appraisal Skills Programme. (2024). CASP qualitative studies checklist. https://casp-uk.net/casp-tools-checklists/qualitative-studies-checklist/

Da Silva, J. N., Teotônio, M. D. S. C., Jucá, R. C. S., De Lima Castro, G., & Leite, A. J. M. (2025). 1925–2024: One century of educational games in chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.4c01238

Dreimane, S. (2018). Gamification for Education: Review of current publications. In Springer eBooks (pp. 453–464). https://doi.org/10.1007/978-3-030-01551-0_23

Dawson, A. J. (2019). Meta-synthesis of qualitative research. In Springer eBooks (pp. 785–804). https://doi.org/10.1007/978-981-10-5251-4_112

Department of Science and Technology. (2022). Harmonized National Research and Development Agenda (HNRDA) 2022–2028. https://www.dost.gov.ph/phocadownload/Downloads/HNRDA2022-2028.pdf

Fernández-Río, J., & Suárez, C. (2024). Gamifying science: Transforming passive learning into interactive chemistry instruction. Education Sciences, 14(2), 217–234. https://doi.org/10.3390/educsci14020188

Filippas, A., & Xinogalos, S. (2023). Elementium: design and pilot evaluation of a serious game for familiarizing players with basic chemistry. Education and Information Technologies, 28(11), 14721–14746. https://doi.org/10.1007/s10639-023-11791-9

Finfgeld-Connett, D. (2018). A Guide to Qualitative Meta-synthesis. Routledge.

Gaurina, M., Alajbeg, A., & Weber, I. (2025). The power of play: Investigating the effects of gamification on motivation and engagement in physics classroom. Education Sciences, 15(1), 104. https://doi.org/10.3390/educsci15010104

Girón-Gambero, J. R., & Franco-Mariscal, A. J. (2023). “Atomizados”: An educational game for learning atomic structure. A case study with grade-9 students with difficulties learning chemistry. Journal of Chemical Education, 100(8), 3114–3123. https://doi.org/10.1021/acs.jchemed.2c00614

Gupta, S. (2025). The science of engagement: Why game-gased learning strategies work. eLearning Industry. https://elearningindustry.com/the-science-of-engagement-why-game-based-learning-strategies-actually-work

Haruna, H., Abbas, A., Zainuddin, Z., Hu, X., Mellecker, R. R., & Hosseini, S. (2021). Enhancing instructional outcomes with a serious gamified system: A qualitative investigation of student perceptions. Information and Learning Sciences, 122(5/6), 383–408. https://doi.org/10.1108/ils-05-2020-0162

Harzing, A. W. (2007). Publish or perish. https://harzing.com/resources/publish-or-perish

Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing student motivation and engagement through a gamified learning environment. Sustainability, 15(19), 14119. https://doi.org/10.3390/su151914119

Hu, Y., Gallagher, T., Wouters, P., Van Der Schaaf, M., & Kester, L. (2022). Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis. Journal of Research in Science Teaching, 59(9), 1499–1543. https://doi.org/10.1002/tea.21765

Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639

Jiménez-Valverde, G., Fabre-Mitjans, N., Heras-Paniagua, C., & Guimerà-Ballesta, G. (2025). Tailoring gamification in a science course to enhance intrinsic motivation in preservice primary teachers. Education Sciences, 15(3), 300. https://doi.org/10.3390/educsci15030300

Joynes, C., Rossignoli, S., & Fenyiwa Amonoo-Kuofi, E. (2019). 21st century skills: Evidence of issues in definition, demand, and delivery for development contexts (K4D Helpdesk Report). Brighton, UK: Institute of Development Studies.

Kabilan, M. K., Annamalai, N., & Chuah, K. (2023). Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics. Education and Information Technologies, 28(11), 14249–14281. https://doi.org/10.1007/s10639-023-11723-7

Kadeshanavar, B. (2023). The role of gamification in enhancing learning outcomes. IJFANS International Journal of Food and Nutritional Sciences, 12(01), 2856–2867.

Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential barriers to the implementation of Digital Game-Based Learning in the Classroom: Pre-service teachers’ views. Technology Knowledge and Learning, 26(4), 825–844. https://doi.org/10.1007/s10758-021-09512-7

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809

Lampropoulos, G., & Kinshuk, N. (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development, 72(3), 1691–1785. https://doi.org/10.1007/s11423-024-10351-3

Lathwesen, C., & Belova, N. (2021). Escape rooms in STEM teaching and learning—Prospective field or declining trend? A literature review. Education Sciences, 11(6), 308. https://doi.org/10.3390/educsci11060308

Lathwesen, C., & Eilks, I. (2024). Can you make it back to Earth? A digital educational escape room for secondary chemistry education to explore selected principles of green chemistry. Journal of Chemical Education, 101(8), 3193–3201. https://doi.org/10.1021/acs.jchemed.4c00149

Lee, C., Lee, C., Lai, H., Chen, P., Chen, M., & Yau, S. (2025). Emerging trends in gamification for clinical reasoning education: A scoping review. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07044-7

Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796. https://doi.org/10.1007/s11423-023-10337-7

Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253549

Luarn, P., Chen, C., & Chiu, Y. (2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology, 40(5), 413–424. https://doi.org/10.1108/ijilt-07-2022-0145

Lutfi, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. Journal of Technology and Science Education, 13(1), 193. https://doi.org/10.3926/jotse.1842

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3).

Makinde, S., & Oyeniyi, N. O. (2024). The roles of emerging technology in chemistry teaching and learning for a Sustainable development. Indonesian Journal of Teaching in Science, 4(2), 177–188.

Manipon, M. N. O. (2023). Effectiveness of chemicooking as a gamified intervention in nomenclature of compounds: Learning experiences of Grade 11 students in a public school. International Multidisciplinary Research Journal, 5(1). https://doi.org/10.54476/ioer-imrj/454889

Manzano-León, A., Rodríguez-Ferrer, J. M., & Aguilar-Parra, J. M. (2022). Gamification in science education: Challenging disengagement in socially deprived communities. Journal of Chemical Education, 100(1), 170–177. https://doi.org/10.1021/acs.jchemed.2c00089

Maršálek, R., Trčková, K., & Václavíková, Z. (2024). Interactive chemistry escape game as a tool of distance education: a case study of a pilot test from the first escape room. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1405324

Martí-Parreño, J., Méndez-Ibáñez, S., & Sánchez-Mena, A. (2023). Gamification in secondary chemistry: Beyond motivation. Journal of Science Education and Technology, 32(1), 15–32. https://doi.org/10.1007/s10956-022-09980-3

Martínez-Jiménez, R., Pedrosa-Ortega, C., Licerán-Gutiérrez, A., Ruiz-Jiménez, M. C., & García-Martí, E. (2021). Kahoot! As a tool to improve student academic performance in business management subjects. Sustainability, 13(5), 2969. https://doi.org/10.3390/su13052969

Meng, S. (2023). Enhancing Teaching and Learning: Aligning Instructional Practices with Education Quality Standards. Research and Advances in Education, 2(7), 17–31. https://doi.org/10.56397/rae.2023.07.04

Molina-Carmona, R., & Llorens-Largo, F. (2020). Gamification and advanced technology to enhance motivation in education. Informatics, 7(2), 20. https://doi.org/10.3390/informatics7020020

Naaim, M. N. M., & Karpudewan, M. (2024). STEM-PT Traveler, a game-based approach for learning elements of the periodic table: An approach for enhancing secondary school students’ motivation for learning chemistry. Chemistry Education Research and Practice, 25(4), 1251–1267. https://doi.org/10.1039/d4rp00032c

Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177

Naumoska, A., Dimeski, H., & Stojanovska, M. (2023). Using the escape room game-based approach in chemistry teaching. Journal of the Serbian Chemical Society, 88(5), 563–575. https://doi.org/10.2298/jsc211228088n

Nguyen, T. L., Tran, V. H., & Le, M. T. (2023). Meta-analysis of gamification elements in science education: Impacts and inconsistencies. International Journal of STEM Education, 10(1), 56–77. https://doi.org/10.1186/s40594-023-00417-z

Nicolas, A. (2023). Thematic analysis – A guide with examples. ResearchProspect. https://www.researchprospect.com/thematic-analysis

Nitiasih, P. K., Budiarta, L. G. R., & Mahayanti, N. W. S. (2020). Gamifying Balinese Local Story: Facilitating Gen Z in learning English. Advances in Social Science, Education and Humanities Research, 394, 234–239. https://doi.org/10.2991/assehr.k.200115.038

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Okolie, J. A., & Okoye, P. U. (2023). The infusion of gamification in promoting chemical Engineering laboratory classes. Encyclopedia, 3(3), 1058–1066. https://doi.org/10.3390/encyclopedia3030077

Olim, S. C., Nisi, V., & Romão, T. (2024). Augmented reality interactive experiences for multi-level chemistry understanding. International Journal of Child-Computer Interaction, 100681. https://doi.org/10.1016/j.ijcci.2024.100681

Othman, M. K., & Ching, S. K. (2024). Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12818-5

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Bmj, 372.

Park, S., & Kim, S. (2021). Is sustainable online learning possible with gamification?—The effect of gamified online learning on student learning. Sustainability, 13(8), 4267. https://doi.org/10.3390/su13084267

Polat, S., & Ay, O. (2016). Meta-synthesis: A conceptual analysis. Journal of Qualitative Research in Education, 4(2), 1–25. https://doi.org/10.14689/issn.2148-2624.1.4c2s3m

Ramos, F., & del Rosario, H. (2024). Gains in motivation vs. cognition: A meta-review of gamified science instruction. Journal of Educational Assessment and Research, 39(2), 55–73. https://doi.org/10.3102/jeare.2024.392055

Rudolf, E. (2022). With gamification to collaborative learning in chemistry lessons. Gamtamokslinis Ugdymas / Natural Science Education, 19(2), 82–96. https://doi.org/10.48127/gu-nse/22.19.82

Ruiz, J. J. R., Sanchez, A. D. V., & Figueredo, O. R. B. (2024). Impact of gamification on school engagement: a systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1466926

Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2022). Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Education and Information Technologies, 28(2), 2031–2069. https://doi.org/10.1007/s10639-022-11265-4

Sambo, K. U., Shishah, W., & Isiaku, L. (2025). Barriers to gamification adoption in education: A systematic review of cultural, technological, and institutional challenges in developing countries. Information Development. https://doi.org/10.1177/02666669251331268

Sancar-Tokmak, H., & Dagli, Z. (2025). A systematic review of theoretical foundations and learning effects in gamified flipped classroom research. Evaluation Review. https://doi.org/10.1177/0193841x251320438

Santos, M. F. O. D., Da Luz Silva, T., & Reis, A. M. M. (2023). The influence of playfulness on the teaching of chemistry to young people: An adaptation of the game “The Wall.” In Seven Editora eBooks. https://doi.org/10.56238/chaandieducasc-037

Smiderle, R., Rigo, S. J., Marques, L. B., De Miranda Coelho, J. A. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-019-0098-x

Tarigan, S. F., & Wiji, W. (2023). Use of educational games in high school chemistry learning in West Java Province. Jurnal Penelitian Pendidikan IPA, 9(10), 9090–9098. https://doi.org/10.29303/jppipa.v9i10.4071

Timilsena, N. P., Maharjan, K. B., & Devkota, K. M. (2022). Teachers' and students' experiences in chemistry learning difficulties. Journal of Positive School Psychology, 6(10), 2856–2867.

Üce, M., & Ceyhan, İ. (2019). Misconception in chemistry education and practices to eliminate them: Literature analysis. Journal of Education and Training Studies, 7(3), 202. https://doi.org/10.11114/jets.v7i3.3990

Valdiviezo, H. C., & Zaldívar, M. a. B. (2023). Scientific recreations to favor the learning of the periodic table in high school students with incomplete schooling. Eclética Química, 48(4), 48–56. https://doi.org/10.26850/1678-4618eqj.v48.4.2023.p48-56

Vang, K. (2023). Assessing the impact of gamification in STEM education: A case study of middle school classrooms. Journal of Asian Multicultural Research for Social Sciences Study, 4(4), 19–25. https://doi.org/10.47616/jamrsss.v4i4.465

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

Wulan, D. R., Nainggolan, D. M., Hidayat, Y., Rohman, T., & Fiyul, A. Y. (2024). Exploring the benefits and challenges of gamification in enhancing student learning outcomes. Global International Journal of Innovative Research, 2(7), 1657–1674. https://doi.org/10.59613/global.v2i7.238

Willig, C., & Wirth, L. (2018). A meta-synthesis of studies of patients’ experience of living with terminal cancer. Health Psychology, 37(3), 228–237. https://doi.org/10.1037/hea0000581

Yacoub, M. S. W., & Holton, A. J. (2023). Development and implementation of an online narrative game to aid studying and review in an online general chemistry course. Journal of Chemical Education, 100(9), 3688–3693. https://doi.org/10.1021/acs.jchemed.3c00266

Yan, T., & Zhao, Y. (2023). Gamification teaching design and application based on self-determination theory. In Atlantis Highlights in Computer Sciences/Atlantis highlights in computer sciences (pp. 846–857). https://doi.org/10.2991/978-94-6463-172-2_89

Yulina, I. K., Putri, A. M., & Gusman, T. A. (2024). Implementation of problem-based learning with peer teaching using web gamification to increase students’ critical thinking on acid-base material. Innovations in Science Education and Practice, 1(2), 79-94. https://doi.org/10.20961/vrrje162

Zainuddin, Z., Chu, S. K. W., & Nawawi, H. M. (2019). Gamification in chemistry education: Challenges and prospects. Journal of Chemical Education, 96(10), 2133–2141. https://doi.org/10.1021/acs.jchemed.9b00180

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2019). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729

Zajda, J. (2023). The impact of motivation on students’ engagement and performance. In Globalisation, comparative education and policy research (pp. 127–138). https://doi.org/10.1007/978-3-031-42895-1_9

Zeng, J., Sun, D., Looi, C., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471




DOI: http://dx.doi.org/10.52155/ijpsat.v52.1.7373

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Kristine Andaya Angub, Estelita Orahay Genon, Maria Nancy Quinco-Cadosales

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.