LAUSR

Abstract The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. This study is an attempt to present a summary of the empirical findings of state-of-the-art literature in the emerging field of gamification within the educational domain of learning and instruction. It reveals the latest scientific research evidence on the emerging trends of learning technologies and gamification plugins along with extending the possibilities for future research directions in revolutionizing learning and instruction through gamification. A systematic literature review examined the thematic and content analysis of 46 empirical research papers published in the Web of Science database between 2016 and 2019. The review critically appraised and evaluated the various contradictions found in the literature along with setting the stage for the significance of future research studies to re-examine the theoretical foundations of gamification, its methodological approaches, theoretical models, gaming platforms and apps, game mechanics and learning outcomes. This study not only attempts to shed light on the novelty of gamified learning perceived as a game-changer and key enabler of motivation, engagement, and user experience but also sought to outline the key challenges and barriers of gamification.