This review paper examines the pedagogical role of gamification in promoting autonomous learning in digital learning environments. It seeks to find essential antecedents that affect the adoption of gamification, examine instructional design choices that facilitate learner autonomy and synthesize related learning outcomes.
The paper reviews 50 Scopus-indexed articles. The subsequent findings are presented according to the antecedents-decision-outcome framework of Paul and Benito.
The paper establishes low learner engagement and motivation, self-regulatory preparedness of the learners as well as the poor personalization of digital learning design as the antecedents of gamification in autonomy of learning. It concludes that deliberate inclusion of game features, individualized and personalized feedback, and problem-based and group-based gamified activities are some of the enabling factors of effective instructional decision-making. Also, the key results are that the learners get more engaged and motivated, have more empowered self-directed and self-regulated learning behaviors, and improved academic achievements and skills growth.
The review is limited to Scopus-indexed journal articles and does not include gray literature. Future studies should adopt longitudinal and mixed-method designs to examine causal and long-term effects.
The paper finds that autonomous learning can be strengthened through autonomy-supportive gamification that integrates adaptive and personalized designs, problem-based and collaborative activities, and strengthened instructor capacity.
This paper integrates fragmented research through an ADO lens and positions gamification as a strategic approach for cultivating autonomous learning in digital education.
