Asian Journal of Education and Social Studies

Gamification has received increasing attention in educational research as a strategy for strengthening learner engagement, motivation, participation, and learning outcomes through the integration of game-related elements into non-game learning contexts. This systematic literature review examined 60 empirical studies on gamification in education published in Scopus-indexed journals between January 2021 and May 2026, following the PRISMA framework. Content analysis was used to identify research trends across countries, publication years, academic disciplines, methodological approaches, theoretical foundations, gamification platforms, participants’ educational levels, game elements, learning outcomes, and future research directions. The findings show that gamification research is distributed across diverse educational contexts, with stronger representation in higher education and in disciplines such as STEM, educational technology, language education, and general education. Quantitative approaches and experimental designs were more frequently used than qualitative and mixed-method designs. Common gamification elements included points, feedback, challenges, progress indicators, levels, badges, leaderboards, collaboration, competition, and narrative features. The reviewed studies indicate that gamification can support motivation, engagement, academic performance, self-regulated learning, collaboration, and higher-order thinking when it is carefully aligned with learners’ needs, instructional objectives, and pedagogical design. However, the review also identifies limitations, including short intervention periods, overreliance on extrinsic rewards, cognitive overload, contextual variation, and limited evidence on long-term effects. The study highlights the need for more longitudinal, adaptive, theory-informed, and methodologically rigorous research on gamification in education.