A  Systematic Review of Gamification-Based Learning Resources in Civic Education: Enhancing Student Engagement and Civic Competence

Hanifah Hanifah; I Nengah Suastika; Dewa Bagus Sanjaya

doi:10.22460/jpp.v4i1.27520

Authors

Hanifah Hanifah Universitas Pendidikan Ganesha
I Nengah Suastika Universitas Pendidikan Ganesha
Dewa Bagus Sanjaya Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.22460/jpp.v4i1.27520

Keywords:

Gamification, Civic Education, Student Engagement, Civic Competence, Elementary School

Abstract

This study conducted a systematic review of gamification-based learning resources in elementary school Civics Education (PKn) to improve student engagement and civic competence. The Systematic Literature Review (SLR) method, with the PRISMA framework, was used to analyse 17 empirical studies published between 2019 and 2024. The results showed that gamification significantly improved student motivation (86% of studies), collaborative skills (72%), and civic understanding (68%) through elements such as badges, leaderboards, and interactive simulations. Key success factors include alignment with the curriculum, teacher training, and cultural relevance. In Indonesia, implementation challenges include limited digital infrastructure, as only 35% of rural schools have stable internet access, and teacher readiness is not yet optimal. This study proposes a contextual gamification approach that integrates local values such as cooperation and low-tech solutions to overcome these obstacles. Key findings indicate that gamification is not only a motivational tool but also an effective pedagogical strategy for developing holistic civic competence. Policy recommendations include ongoing teacher training, development of inclusive implementation guidelines, and longitudinal research to measure long-term impacts. In conclusion, gamification designed with local context and infrastructure limitations in mind can be a sustainable solution to revitalise civic learning in Indonesia.

References

Adzmi, N. A., Bidin, S., Selvaraj, B., & Saad, S. (2024). The Role of Gamification in Enhancing Engagement and Motivation in Language Learning. International Journal of Research and Innovation in Social Science, VIII(IX), 2402–2411. https://doi.org/10.47772/ijriss.2024.8090197

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132–136.

Al-Kaabi, R. (2024). Factors Affecting Citizen Engagement in the Kingdom of Bahrain Through Gamification. International Journal of Computing and Digital Systems, 15(1), 827–849. https://doi.org/10.12785/ijcds/160160

Allehaidan, A. F., & Zainon, W. M. N. W. (2024). Gamification and Student Engagement in Higher Education: The Moderating Role of Concentration. 13(79), 57–70. https://doi.org/10.34069/ai/2024.79.07.5

Boudadi, N. A., & Gutiérrez‐Colón, M. (2020). Effect of Gamification on Students’ Motivation and Learning Achievement in Second Language Acquisition Within Higher Education: A Literature Review 2011-2019. The Eurocall Review, 28(1), 40. https://doi.org/10.4995/eurocall.2020.12974

BPS. (2024). Statistik Pendidikan 2024. In Badan Pusat Statistik (4301002nd ed., Vol. 13, Issue 1). https://doi.org/https://www.bps.go.id

Cano, E. V, Quicios-García, M.-P., Cadavieco, J. F., & Rodríguez-Arce, J. (2023). Latent Factors on the Design and Adoption of Gamified Apps in Primary Education. Education and Information Technologies, 28(11), 15093–15123. https://doi.org/10.1007/s10639-023-11797-3

Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. In European Conference on Games Based Learning (Vol. 1, pp. 50–57). Academic Conferences International Limited.

Chou, Y. K. (2019). Actionable Gamification: Beyond Points, Badges, and Leaderboards. Octalysis Group.

Dahalan, F., Alias, N., & Shaharom, M. S. N. (2023). Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. Education and Information Technologies, 29(2), 1279–1317. https://doi.org/10.1007/s10639-022-11548-w

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM.

Ghoulam, K., Bouikhalene, B., Babori, A., & Falih, N. (2024). Gamification in E-Learning: Bridging Educational Gaps in Developing Countries. International Journal of Advanced Corporate Learning (Ijac), 17(1), 85–95. https://doi.org/10.3991/ijac.v17i1.47631

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. Landers,

Kemendikbudristek. (2022). Panduan Pengembangan Projek Penguatan Profil Pelajar Pancasila. Badan Standar, Kurikulum, Dan Asesmen Pendidikan, 138.

Khosiyat, T. (2024). Gamification in English Learning Context: Assessing the Effects of Developing Language Competence. American Journal of Philological Sciences, 4(1), 58–63. https://doi.org/10.37547/ajps/volume04issue01-10

Kim, J.-H., & Castelli, D. M. (2021). Effects of Gamification on Behavioral Change in Education: A Meta-Analysis. International Journal of Environmental Research and Public Health, 18(7), 3550. https://doi.org/10.3390/ijerph18073550

Kristiawan, I., & Hariati, T. (2024). The Impact of Gamification in Digital Learning Media on Student Participation in Citizenship Subjects. Electronic Journal of Education Social Economics and Technology, 5(2), 348–353. https://doi.org/10.33122/ejeset.v5i2.435

Kusmawati, A. P., Fahrurrozi, F., & Supena, A. (2023). Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School. International Journal of Special Education (Ijse), 38(1), 169–184. https://doi.org/10.52291/ijse.2023.38.15

Kutbay, E., & Bozbuğa, N. (2022). Health Education: Gamification, Health Literacy, and the New Era; Metaverse. https://doi.org/10.26650/b/et07.2022.012.13

Lester, D., Skulmoski, G. J., Fisher, D. P., Mehrotra, V., Lim, I., Lang, A., & Keogh, J. (2023). Drivers and Barriers to the Utilisation of Gamification and Game‐based Learning in Universities: A Systematic Review of Educators’ Perspectives. British Journal of Educational Technology, 54(6), 1748–1770. https://doi.org/10.1111/bjet.13311

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

Li, W., & Liu, L. (2023). An Examination of Influential Factors on Gamification in Higher Education: A Content Analysis. International Journal of Technology in Teaching and Learning. https://doi.org/10.37120/ijttl.2023.19.1.01

Mee, R. W. M., Pek, L. S., Von, W. Y., Ghani, K. A., Shahdan, T. S. T., Ismail, M. R., & Rao, Y. S. (2021). A Conceptual Model of Analogue Gamification to Enhance Learners’ Motivation and Attitude. International Journal of Language Education, 5(2), 40. https://doi.org/10.26858/ijole.v5i2.18229

Moreira, F. P., & Lima, D. A. (2023). Exploring the Impact of Gamification and the Flippity Tool in Teaching Brazilian Culture: Insights and Recommendations. https://doi.org/10.5753/wie.2023.234434

Nakiyemba, S. (2024). Impact of Gamification on Knowledge Acquisition. European Journal of Information and Knowledge Management, 3(1), 1–12. https://doi.org/10.47941/ejikm.1749

Pusat Standar dan Kebijakan Pendidikan. (2022). Laporan Kinerja Pusat Standar dan Kebijakan Pendidikan 2022. Kementerian Pendidikan, Kebudayaan, Riset Dan Teknologi Badan Standar, Kurikulum, Dan Asesmen Pendidikan Pusat Standar Dan Kebijakan Pendidikan.

R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752–768.

Rahardja, F., Choi, L. K., Wijaya, R. C., & Sunarjo, R. A. (2024). Gamification in Digital Startups: Enhancing User Engagement and Business Growth. Startupreneur Business Digital (Sabda Journal), 4(1), 1–11. https://doi.org/10.33050/sabda.v4i1.639

Rincón-Flores, E. G., Mena, J., & López-Camacho, E. (2022). Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education During COVID-19: A Research Study From Mexico. Education Sciences, 12(1), 49. https://doi.org/10.3390/educsci12010049

Rohmah, N. (2022). A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement. Jurnal Kependidikan Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan Pengajaran Dan Pembelajaran, 8(3), 655. https://doi.org/10.33394/jk.v8i3.5779

Sailer, M., & Homner, L. (2019). The Gamification of Learning: A Meta-Analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

Santos, A. D. d., Aquino, F. R. d., Furtado, L. S., Silva, T. C. d., & Cruz, L. A. A. P. da. (2021). Gamification and Civic Engagement in Digital Government Applications: A Review. https://doi.org/10.5753/wcge.2021.15986

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.

Setyaedhi, H. S. (2023). Gamification of 2D and 3D Animation Subjects to Improve Learning Outcomes. Journal of Education Technology, 7(3), 532–542. https://doi.org/10.23887/jet.v7i3.67288

Spathopoulou, F., & Pitychoutis, K. M. (2024). Teachers’ Attitudes on Gamification: The Greek EFL Context. International Journal of Education and Practice, 12(2), 163–176. https://doi.org/10.18488/61.v12i2.3630

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286.

Trinidad, M., Calderón, A., & Ruiz, M. (2021). GoRace: A Multi-Context and Narrative-Based Gamification Suite to Overcome Gamification Technological Challenges. Ieee Access, 9, 65882–65905. https://doi.org/10.1109/access.2021.3076291

Vanduhe, V. Z., Nat, M., & Hasan, H. F. (2020). Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF). Ieee Access, 8, 21473–21484. https://doi.org/10.1109/access.2020.2966179

Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL Instruction: A Systematic Review of Empirical Research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790

Λαμπρόπουλος, Γ., 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

Загородній, С., Нагорняк, С., & Ставнича, Н. (2024). Гейміфікація На Уроках Громадянської Освіти: Від Теорії До Практичної Реалізації. Вісник Науки Та Освіти, 1(19). https://doi.org/10.52058/2786-6165-2024-1(19)-863-875