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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE)
Tan, Wee Hoe
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Education

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A systematic literature review of the impact of gamification instruction on students’ problem-solving skills Feng, Jiyuan; Tan, Wee Hoe; Yu, Bin
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29695

Abstract

Gamification is a popular approach to teaching and learning in education in recent years, it provides the flexible integration of various game elements into educational activities to achieve instructional objectives. This approach has the potential to enhance student skills through interactive communication and motivation and has, sparked interest and discussion in many fields, including education. This review assesses the impact of gamification on student skills in terms of teaching methods, learning outcomes, and challenges faced. The study analyzed 21 research articles from three databases, Web of Science (WoS), Scopus, and ERIC, up to November 2023. The findings were grouped into three main themes: teaching implementation and methods (8 articles), learning outcomes and skill development (8 articles), and challenges and improvement strategies (5 articles). The findings suggest that although gamification has gained more results in the field of education, especially in terms of improving students’ skills and teaching effectiveness, there are shortcomings in integrating it with professional education. This review mainly highlights the impact of gamification in the development of students’ skills while considering gamification in conjunction with other aspects of education to illustrate the need for ongoing research and further exploration in the field of education.
A systematic review of gamified learning motivation for English language among undergraduates Chen, Minjuan; Tan, Wee Hoe; Lee, Sze Seau; Sun, Jiaming
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34101

Abstract

Undergraduate students’ motivation for learning English as a foreign language (EFL) is influenced by multiple factors, yet traditional teaching methods often fail to sustain engagement, leading to learning disengagement and sub-optional outcomes. The increasing integration of gamified learning has shown potential in addressing this challenge, but its effectiveness remains unclear, necessitating a systematic synthetic of existing research. This systematic review employs the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to examine 313 studies retrieved from Education Resources Information Center (ERIC),Web of Science (WoS), and Scopus, narrowing them down to 36 relevant articles. The review categorizes findings into five key themes: i) teaching techniques and strategies; ii) learning environments and styles; iii) psychological and cultural factors; iv) technological support; and v) individual learner variables. The results highlight the positive impact of game-based learning, personalized instruction, and technology-enhanced approaches to motivation. However, psychological challenges, such as burnout and anxiety, remain significant barriers. The studyreveals research gaps, particularly regarding the long-term impact of gamified learning on EFL motivation, underscoring the need for further empirical investigation to optimize gamification strategies in EFL education.
Co-Authors Chen, Minjuan Feng, Jiyuan Lee, Sze Seau Sun, Jiaming Yu, Bin