The Impact of Gamified Learning on Student Achievement: A Narrative Literature Review

Authors

  • Dennis Jay M. Calang Department of Education image/svg+xml , Sta. Irene National High School
  • Mary Joy B. Abadinas Department of Education image/svg+xml , Jobar Integrated School
  • Vilma L. Bon Department of Education image/svg+xml , Jacinto P. Elpa National High School

DOI:

https://doi.org/10.7719/irj.v27i1.1039

Keywords:

Gamification, student engagement, academic achievement, educational technology, motivation, socio-demographic factors

Abstract

This narrative literature review explores the statistically significant relationship between gamified learning, student engagement, and academic achievement. Drawing from quasi-experimental studies, meta-analyses, and systematic reviews, the paper highlights how game-based elements—such as points, badges, leaderboards, and immediate feedback—enhance motivation and foster higher-order thinking skills. The review also examines the differential impact of gamification across achievement levels and the moderating role of socio-demographic variables such as age, sex, parental education, and school type. Findings suggest that while gamification is broadly effective, its success depends on thoughtful design and contextual alignment with learner needs.

Author Biographies

  • Dennis Jay M. Calang, Department of Education, Sta. Irene National High School

    Agusan del Sur Division

  • Mary Joy B. Abadinas, Department of Education, Jobar Integrated School

    Tandag City Division

  • Vilma L. Bon, Department of Education, Jacinto P. Elpa National High School

    Tandag City Division

References

Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009

Bacang, A. G. B., Calumpang, E. N., & Garcia, H. G. (2025). Elementary Teachers’ Experiences with Challenges in Teaching Science. Journal of Interdisciplinary Perspectives, 3(6), 1-1. https://ejournals.ph/article.php?id=26488

Baldonado, C., & Pantao-o, N. (2025). Parental Involvement: Its Effect on the Academic Performance. Psychology and Education: A Multidisciplinary Journal, 46(5), 1-1. https://www.ejournals.ph/article.php?id=31500

Published

2026-10-31

Issue

Vol. 27 No. 1 (2026): October

Section

Articles

License

Copyright (c) 2026 Dennis Jay M. Calang, Mary Joy B. Abadinas, Vilma L. Bon

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.

How to Cite

Calang, D. J., Abadinas, M. J., & Bon, V. (2026). The Impact of Gamified Learning on Student Achievement: A Narrative Literature Review. JPAIR Institutional Research, 27(1), 200-207. https://doi.org/10.7719/irj.v27i1.1039