This is a mixed-methods systematic review, which examines how gamification, when used as part of educational technology (EdTech) platforms, affects student engagement and their learning outcomes in the context of higher education. Based on the PRISMA 2020 principles, a systematic identification was conducted, which identified 17 peer-reviewed articles published in 2016 to 2025, including ten empirical intervention studies, four survey-based or mixed-method studies, and three review level studies in Scopus, ERIC, and Google Scholar. With a consistently positive trend of motivation, engagement, participation and satisfaction among learners, the combination of quantitative and qualitative data proves that the use of gamified features in the form of points, badges, leaderboards, feedback loops, challenges and narrative design is in line with the instructional goals. However, the effect on academic performance and knowledge retention has moderate, context-specific variability, which depends on the field of discipline, time of intervention and design of instructional materials. The limitations identified in the review level also suggest that some limitations such as lack of theoretical foundation, inconsistency in the application of the gamification framework and institutional and infrastructural constraints that influence the fidelity of the implementation process are persistent. This review builds on the previous research by clarifying not only the variability of the outcomes in different contexts but also the theoretical and design specifics of gamification to be most efficient. The results highlight the importance of theory-based, context-specific, and empirically-supported gamified EdTech designs as a means of realizing long-term learning improvements in higher education.
Dar et al. (2026) studied this question.