Adaptive gamification in collaborative virtual classroom: a systematic review

This study examines the potential of adaptive gamification in tackling challenges in collaborative virtual classrooms, including sustaining engagement, fostering motivation, and enhancing teamwork. The research identifies key theories and frameworks essential for designing gamified virtual learning environments by employing a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The methodology involved a four-phase process: identification, screening, eligibility assessment, and inclusion of relevant studies published between 2019 and 2024 in databases such as Scopus, Web of Science, IEEE, and ScienceDirect. A total of 43 articles were analyzed to derive themes and insights. The findings emphasize the integration of motivational frameworks like Self-Determination Theory (SDT) and learning models such as constructivism to enhance learner engagement and academic performance. These theories, centered on autonomy, competence, and relatedness, are effectively supported through adaptive gamification strategies. Frameworks like the Felder-Silverman learning style model (FSLSM) enable personalization by aligning gamified content with individual learning preferences, improving motivation and inclusivity. Furthermore, collaborative learning theories, such as online collaborative learning (OCL), provide a foundation for designing environments that promote peer interaction, mutual accountability, and teamwork. These frameworks balance individual and collective goals, transforming online education into an engaging and collaborative experience. This review concludes that adaptive gamification, underpinned by strong theoretical and systematic analysis, has significant potential to enhance virtual education by creating dynamic, personalized, and inclusive learning spaces that address diverse learner needs.