Characteristics of gamified instructional strategies that stimulate creativity in online learning

a systematic literature review

Abstract

Education is undergoing significant changes in the face of advancing digital technologies, as well as the implementation of active educational methodologies capable of fostering creativity through playful experiences. In this sense, the main objective of this study was to investigate the main characteristics of gamified instructional strategies that stimulate creativity in the context of online learning. Focusing on nine game techniques related to the Octalysis framework, a systematic literature review was conducted according to the PRISMA method guidelines, covering empirical studies whose data were related to the main aspects of constructivist educational theory, Flow Theory, and Self-Determination Theory. Only seven of the nine game techniques were identified in the sample of selected studies. Of these, Instant Feedback and Real-Time Control were the most employed, in 28% and 21% of cases, respectively. Boosters and Evergreen Combos were less used, with only 3% occurrence each. Subsequently, ten principles for gamified instructional design were developed to maximize learner creativity. These principles are related to the structure of educational tools, the quality of social interactions in the learning environment, and the students' intrinsic characteristics. The research results suggest that, despite the inherent challenges in applying these strategies, playful approaches that encourage creativity have the potential to improve cognitive response, intensify engagement, and awaken student creativity.