A systematic literature review of qualitative gamification studies in higher education

Abstract

Gamification can heighten student motivation and make learning more engaging. Several literature reviews focus on the effects of gamification; however, no work to date has been done that exclusively examine qualitative studies in higher education. In this paper, we systematically review existing literature on gamification in Information Systems (IS) research to identify qualitative topics studied. We synthesise relevant studies with the concept of an information ecology to show how important sociocultural dimensions and participatory design are for sustainable and successful gamification in higher education. We deploy Hermeneutics as a theoretical lens. The hermeneutic circle, in particular, allows us to understand a complex ‘whole’ of a gamification information ecology from presuppositions about the sociocultural dimensions of its ‘parts’, and their interconnectedness. The paper furthermore argues for iterative methodologies to assist designers, practitioners and users to co-evolve towards a sustainable gamification solution. Iterative methodologies typically take highly participatory and cyclic approaches that allow stakeholders to systematically investigate and develop effective and sustainable solutions.