Exploring Concepts, Cutting-Edge Technologies, Best Practices, and Implications of Gamification Pedagogy in Education 4.0 (IR4.0): A Systematic Literature Review
List of Authors
Amirah Fahira Zakaria, Nurfaradilla Mohd Nasri
Keyword
The Fourth Industrial Revolution (IR 4.0), Gamification Pedagogy, Teaching and Learning (PdPc), Gamification Pedagogical Approaches and Teaching Methods
Abstract
This systematic review discusses the pedagogy approach that has been integrated by teachers in sustaining the education curriculum in the era of the Fourth Industrial Revolution (IR 4.0). In defining the qualities required by 21st-century society, educators need to master the subject, be skilled in pedagogy, understand student development, comprehend learning psychology, utilize cutting-edge technology, filter research findings, planning the learning and facilitation process (PdPc), managing assessments, building networks, and applying leadership style. The advancement of new technologies within the National Policy on the Fourth Industrial Revolution (4IR) has widened the gap between the physical, digital, and biological realms (Ministry of Education, 2023), thereby necessitating the establishment of the Education 4.0 Framework. The formation of the National Policy on the Fourth Industrial Revolution (4IR) and the Education 4.0 Framework has outlined the need for teachers to implement innovative, proactive, and engaging pedagogical approaches, such as gamification pedagogy. Despite numerous studies on best practices in gamification education, there remains a gap in systematic literature reviews focused on the era of the Fourth Industrial Revolution (IR 4.0). The PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used to analyze articles from databases such as SCOPUS, HRMARS, ERIC, and WoS. A comprehensive search of electronic databases using keywords and search strings yielded 190 publications from 2021 to 2024, all written in English, with only 16 articles selected based on predefined criteria. The outcome of this systematic review is expected to provide future researchers with direction to further explore other possibilities of gamification pedagogy approaches to ensure all students acquire knowledge and skills comprehensively.