Febri Prasetya, Aprilla Fortuna, Agariadne Dwinggo Samala, Welli Andriani, Muhamad Ikhwan Bagus, Irvan Renaldi, Soha Rawas, Santiago Criollo-C, Firas Tayseer Ayasrah
The integration of gamification in vocational education has gained attention as a strategy to enhance learner engagement, motivation, and skill acquisition. This study presents a systematic literature review (SLR) of 21 empirical studies published between 2016 and 2025, focusing on trends, methodologies, theoretical foundations, and outcomes of gamified learning in Technical and Vocational Education and Training (TVET). Using the PRISMA framework, we applied strict inclusion criteria to identify studies incorporating game elements such as points, badges, leaderboards, avatars, and simulations. The analysis shows that simple mechanics, aligned with behaviourist principles, dominate due to their ease of integration. However, more complex strategies, including role-playing games, 3D simulations, and digital escape rooms, rooted in constructivist and experiential learning theories, are emerging as practical alternatives. Despite positive findings, several methodological weaknesses were identified, such as inconsistent theoretical frameworks, brief study durations, and a lack of implementation details. Gamification consistently improves learner motivation, collaboration, cognitive engagement, and retention, with 75% of studies reporting significant improvements in student outcomes. The study recommends adopting structured instructional design, teacher training, and culturally relevant applications. Future research should explore longitudinal and multisite studies, incorporating learning analytics and AI-driven adaptive gamification for personalized, lifelong learning. By addressing these challenges, gamification can become a scalable tool for modernizing skills-based education. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2025.
Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Informatics Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Physics Education Postgraduate, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Geography, Faculty of Social Sciences, Universitas Negeri Padang, Padang, Indonesia; Department of Management and Public Policy, Universitas Gadjah Mada, Yogyakarta, Indonesia; Faculty of Science, Department of Mathematics and Computer Science, Beirut Arab University, Beirut, Lebanon; Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito, Ecuador; College of Education, Humanities and Science, Al Ain University, Al Ain - Abu Dhabi, United Arab Emirates
