Publication
Systemic Gamification Theory (SGT): a holistic model for inclusive gamified digital learning
| dc.contributor.author | Coelho, Franz | |
| dc.contributor.author | Abreu, Ana Maria | |
| dc.date.accessioned | 2025-08-05T10:50:57Z | |
| dc.date.available | 2025-08-05T10:50:57Z | |
| dc.date.issued | 2025-07-10 | |
| dc.description.abstract | 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. | eng |
| dc.identifier.doi | 10.3390/mti9070070 | |
| dc.identifier.eid | 105011717589 | |
| dc.identifier.issn | 2414-4088 | |
| dc.identifier.other | 0898ce4f-f97c-4164-96c8-cba5ba1baaf8 | |
| dc.identifier.uri | http://hdl.handle.net/10400.14/54145 | |
| dc.identifier.wos | 001535435300001 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Design | |
| dc.subject | Digital learning | |
| dc.subject | Diversity | |
| dc.subject | Education | |
| dc.subject | Evaluation | |
| dc.subject | Gamification | |
| dc.subject | Human–computer interaction | |
| dc.subject | Inclusion | |
| dc.title | Systemic Gamification Theory (SGT): a holistic model for inclusive gamified digital learning | eng |
| dc.type | research article | |
| dspace.entity.type | Publication | |
| oaire.citation.issue | 7 | |
| oaire.citation.title | Multimodal Technologies and Interaction | |
| oaire.citation.volume | 9 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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