The Constraints of The Adoption of Gamification for Education and Training in Higher Education Institutions: A Systematic Literature Review

Abstract

Gamification, a concept that describes the use of game design elements in non-game scenarios, inan attempt to induce fun and motivation in non-game scenarios, has found application in a variety of contexts. In education, popular gamification elements that have been introduced to make learning fun includes the use of points, levels, missions, leaderboards, badges, and avatars. New gamification such as the use of social robots is now in vogue. Despite the enormous potential of these gaming concepts, researchers have unearthed some challenges that face the adoption of gamification in educational systems of Higher Education Institutions. In this study's systematic literature review, the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework was used to explore the difficulties encountered when using gamification in training and education at colleges and universities and tosuggest potential solutions. Several researches that employed gamification were elicited from databases such as google scholar, Scopus and research gate. The shortcomings encountered during the deployment of gamification in these studies were summarized. The study's findings reveal that he difficulties encountered when adopting gamification in education and training in higher education institutions can be divided into three categories: design concerns, issues with short-term engagement, and problems with user adaptability. Likewise, potential fixes for the issues were mapped out for future designers of educational gamified systems to follow.