A Review of the Literature for Designing and Developing a Framework for Adaptive Gamification in Physics Education

Abstract

Physics education is essential for achieving scientific literacy and science education's primary objective. However, physics concepts are complicated for students to grasp and often present misconceptions. Some countries try to incorporate new technologies while emphasizing content other than traditional scientific knowledge. The concept and implementation of gamification in educational settings have recently been introduced and have focused on many different fields, including education. However, gamification application does not consistently achieve the expected results in students' learning. Adaptive gamification is a growing research stream that enhances traditional “one-size-fits-all” gamification approaches, increasing learners' involvement by adapting and adopting different gaming elements based on users' characteristics. Learning technologies should be designed to adhere to the learning content, such as pedagogical and psychological, learning strategies, and characteristics to construct student knowledge. Consequently, there is a clear need to establish the design paths, principles, and guidelines to develop an adaptive gamification application for physics courses. This study sought to develop an adaptive gamification framework on specific motivational and psychological frameworks, incorporating adaptive criteria, learning strategies, gaming elements, and all vital aspects of the learning process related to physics education.