Barriers to gamification adoption in education
A systematic review of cultural, technological, and institutional challenges in developing countries
Bibliographic Data
| ID | 21500865 |
|---|---|
| Authors | Khadijah Usman Sambo, Wesam Shishah (0000-0001-6947-9927, College of Computing and Informatics, Saudi Electronics University, Riyadh Province, Saudi Arabia), Labaran Isiaku (0000-0001-6386-770X, Management Information Systems, Cyprus International University, Haspolat Lefkosa Via Mersin 10, Turkey) |
| Year | 2025 |
| Publication date | 2025-04-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Information Development (JOURNAL) |
| Journal identifiers | ISSN: 0266-6669 • E-ISSN: 1741-6469 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02666669251331268 |
| Language | EN |
| Citations received | 2 |
| References cited | 84 |
Gamification has emerged as a promising strategy to enhance engagement and learning outcomes in education. However, its adoption in developing countries faces persistent challenges. This study systematically reviews 43 research articles to identify key barriers to gamification adoption and provides new insights into their underlying causes. The findings highlight specific cultural misconceptions, such as the perception of gamification as mere entertainment rather than an educational tool, alongside language barriers and resistance to non-traditional teaching methods. Technological barriers, including limited access to digital devices, high costs, and low digital literacy, further hinder adoption. Institutional challenges, such as rigid curricula, insufficient teacher training, and a lack of supportive policies, exacerbate these issues. Unlike previous studies, this research not only categorizes these barriers but also provides a framework for addressing them. Specific policy recommendations include integrating gamification into national education strategies, subsidizing digital infrastructure, and designing teacher training programs focused on gamified pedagogy. By advocating for localized and context-sensitive gamification strategies, this study offers practical insights for educators, policymakers, and technology developers
Students' learning performance and perceived motivation in gamified flipped-class instruction
Between Level Up and Game Over
A comparison of Cohen’s Kappa and Gwet’s AC1 when calculating inter-rater reliability coefficients
Gamification and student motivation
Gamified learning in higher education
The impact of gamification on learning and instruction
User Acceptance of Information Technology
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Gamification in Science Education. A Systematic Review of the Literature
Gamification in Physical Education
The effect of challenge-based gamification on learning
How do learners participate in interaction in different types of discussion topics and learning tools of cMoocs
Effects of Gamification on Motivations of Elementary School Students
Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education
Adopt or abandon
Using gamification to support learning in K‐12 education
The general causality orientations scale
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |