Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning
Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gap...
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MDPI AG
2025-07-01
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| Series: | Multimodal Technologies and Interaction |
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| Online Access: | https://www.mdpi.com/2414-4088/9/7/70 |
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| author | Franz Coelho Ana Maria Abreu |
| author_facet | Franz Coelho Ana Maria Abreu |
| author_sort | Franz Coelho |
| collection | DOAJ |
| description | Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices. |
| format | Article |
| id | doaj-art-f93d71491c50402dbc0d50caa686e1ab |
| institution | DOAJ |
| issn | 2414-4088 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
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| series | Multimodal Technologies and Interaction |
| spelling | doaj-art-f93d71491c50402dbc0d50caa686e1ab2025-08-20T02:47:17ZengMDPI AGMultimodal Technologies and Interaction2414-40882025-07-01977010.3390/mti9070070Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital LearningFranz Coelho0Ana Maria Abreu1Universidade Católica Portuguesa, Center for Interdisciplinary Research in Health (CIIS), 1649-023 Lisbon, PortugalUniversidade Católica Portuguesa, Center for Interdisciplinary Research in Health (CIIS), 1649-023 Lisbon, PortugalGamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices.https://www.mdpi.com/2414-4088/9/7/70gamificationHuman–Computer Interactioneducationdigital learninginclusiondiversity |
| spellingShingle | Franz Coelho Ana Maria Abreu Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning Multimodal Technologies and Interaction gamification Human–Computer Interaction education digital learning inclusion diversity |
| title | Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning |
| title_full | Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning |
| title_fullStr | Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning |
| title_full_unstemmed | Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning |
| title_short | Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning |
| title_sort | systemic gamification theory sgt a holistic model for inclusive gamified digital learning |
| topic | gamification Human–Computer Interaction education digital learning inclusion diversity |
| url | https://www.mdpi.com/2414-4088/9/7/70 |
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