The utilization of gamification stands out as a significant advancement in fostering human

engagement, particularly evident in its application within education, where sustaining student

interest poses an enduring challenge. Despite an increase in research efforts, the synthesized

knowledge remains somewhat limited, with our survey of literature encompassing 128 empirical

research papers on gamification in education. The prevalent use of affordances signaling

achievement and progression in educational gamification, alongside a focus on quantifiable

performance metrics in studied outcomes, indicates a bias towards favorable results.

Consequently, future research should emphasize altering affordances and goals within

gamification implementations, alongside heightened attention to study designs and contextual

factors. The shift towards digital learning in the 21st century has spurred the adoption of agile,

collaborative, and technology-based educational approaches, with gamification emerging as a

notable trend, particularly in vocational education, to enhance student motivation and

engagement. The evolution of tools like Gimkit underscores the dynamic exchange between

technological innovators and educators, shaping engaging and enlightening learning experiences.

Games have long served as educational tools, and the increasing popularity of gamification and

game-based learning in educational settings stems from their potential to enhance student

engagement and concentration. This study seeks to map trends in game-based learning (GBL)

and gamification within vocational education and training (VET). Through a systematic literature

review, seventeen studies were selected, revealing a growing research interest in Asia since

2020, with a focus on engineering and healthcare programs in universities and vocational
schools. Digital learning platforms and simulation technology emerged as promising instruments,

validating the potential of gamification and game-based learning to improve motivation,

engagement, and academic achievement in vocational education. Further research is warranted to

identify optimal gamification strategies for this context.

In education, gamification plays a crucial role in encouraging active student participation,

addressing the challenge of maintaining engagement during instruction. By incorporating game

elements, educators can create more interactive and immersive learning experiences, fostering

both knowledge acquisition and enjoyable experiences for students.

Gamification, defined as the integration of game-like elements into various contexts to stimulate

experiences akin to games, has garnered significant attention, especially in educational settings.

With its roots in shared psychological theories between game design and learning, gamification

in education has a rich history. As technology evolves, gamification offers increasingly

digitalized and immersive learning environments, leveraging capabilities established in video

games to create engaging educational experiences.

The term "gamification" has gained prominence over previous descriptors like "serious games"

or "game-based learning," reflecting its broader scope and varied approaches within educational

contexts. Gimkit enables teachers to view reports in the form of a Student overview – it shows

the number of correct, incorrect answers and the percentage scored individually. General

overview - it shows collecting balance, correct and incorrect answers, and the overall percentage.

Question Breakdown - it shows number of correct and incorrect answers of each question and the

percentage score for the correct answers. Gimkit tool was used to conduct class tests for the

subject Introduction to Information Technology.

Gimkit, a game-based learning platform, has been found to be effective in enhancing academic

performance among Grade 3 students. It has been shown to improve student achievement and

understanding of material, particularly in subjects like mathematics. Gimkit provides

personalized learning opportunities, allowing students to engage with the material in a fun and

interactive way.

One of the key benefits of Gimkit is its ability to enhance student engagement. The gamification

of education through Gimkit can increase students' levels of engagement, similar to what games

can do, and optimize their learning experience. The multiplayer mode in Gimkit promotes

collaboration and social learning, fostering teamwork and effective communication skills.

It's important to note that the effectiveness of Gimkit may vary depending on various factors

such as the teaching approach, student preferences, and the integration of Gimkit into the

curriculum. It is recommended to explore and experiment with different strategies to maximize

the benefits of using Gimkit in the classroom.

Deterding, 2014; Landers, 2014; Seaborn & Fels, 2015). Rather than making inferences based

solely on changes in terminology, the current study has demonstrated how education and

learning have been gamified through the implementation of various methodologies. Evaluations

of the literature indicate that education and learning contexts are the most common uses of

gamification. We look at how gamification is applied in the education sector, including the

motivational affordances that are used, the gamification's intended psychological and behavioral

effects, and the kinds of findings that have been reported in the studies.

These days, change and advancement are feasible more swiftly due to the rapid development of

technology. Those who aspire to lead the way in innovation will need to adapt. There has been a
rise in the worldwide dependence on technology, especially the internet, which has reduced

costs, increased convenience, and made the world seem smaller (Sufian et al., 2020). (Dhirendra

Kumar, 2015; Gagnon & Gagnon, 2021). Alghamdi & Associates, 2020). The nature of

employment will unavoidably alter as a result of emerging technologies like blockchain, artificial

intelligence, and smart robotics that are accelerating global transformation at a rate never seen

before. The Economic Planning Unit (2014) and Omar et al. (2022) both support this. An

analysis of different NCO data revealed that 54 new job titles were generated out of 2,945 (1.8%)

in the National Classification of Occupations (NCO).

Between 2004 and 2015, there were 18 out of 498 (3.6%) in the Philippines, 16 out of 506

(3.2%) in Vietnam, and 114 out of 3,600 (3.2%) in India. Between 1968 and 2004, 26 out of

2,338 people (1.1%) were in Malaysia and India (Khatiwada & Veloso, 2019). These new job

titles, which largely emerged in the professional, technical, and associate professional sectors,

need higher levels of aptitude and competence. All levels of educational systems, especially

vocational education and training, need to keep up with technology improvements if they are to

prepare workers of today and tomorrow for the shift to high-skilled jobs. However, Ra et al.

(2019) contend that the current educational frameworks are insufficient to meet the evolving

needs for skill sets.

The sector of education has seen numerous technological advancements recently. arena, making

it possible to develop effective teaching and learning strategies that can satisfy the needs of

upcoming employment standards (Garzón-Artacho et al., 2021; International Labor

Organization, 2020; Yunos and colleagues, 2017; Zabolotska and colleagues, 2021). Even before

the outbreak, educational institutions were facing challenges from the change in education
toward a digital-first environment. Aiming to promote inclusivity, enhance feedback practices,

accelerate and deepen learners' comprehension of a subject, make education more equitable, and

boost psychological needs toward motivation, the digital transition is the fusion of pedagogical

and digital technologies to produce digital didactics, digital educational materials, and other

innovative pedagogical approaches (Chiu & Lim, 2020; Reeve, 2018). Additional activities that

are learner-centered (Zabolotska et al., 2021; Shagataeva et al., 2021) precede the pandemic by

fusing digital technology with educational techniques to improve learner-centered activities,

motivation, inclusivity, feedback practices, and comprehension. Gamification has become

increasingly popular worldwide. It is defined as applying typical game-playing elements (e.g.

points, badges, competition with others, rules of play) in a non-game context, such as a school

setting, to promote participants' engagement and motivation.

The present study examined teachers' perceptions regarding the integration of digital game-

based learning (DGBL) into their instruction at different stages of their career, in terms of: (a)

inhibiting and encouraging factors (b) motivating factors. The findings show that teachers at

different career stages express different attitudes toward integrating DGBL. This finding is a

common thread among all of the study's findings: the career stage is a differentiating variable in

relation to the factors that hinder, encourage, and motivate them to integrate DGBL.

As today’s students are born into digital technologies, educators must adapt to the growing

changes in the edu technological landscape. For the educators to thrive in their pedagogical

endeavours, they need to be able to adopt these technological advancements into their teaching

styles and approaches so to better meet the needs of their students.

In support of this, gamification is becoming a popular topic in education today. Conceptually,

gamification refers to the use of game mechanics in nongame contexts. Many researchers have

found that the adoption and use of gamification tools such as Kahoot! has a positive impact on

certain psychological aspects of the students’ learning process. These include increased levels of

interest in and engagement with content, both of which are key in the overall motivation of

students as a psychological construct.