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<p>This is a systematic review of 38 empirical studies on gamified learning environments for women from 2015 to 2025, filling a key gap in gender-responsive design and methodology. The primary aim of this study is to develop an integrated theoretical framework of gendered experiences during gamified learning, to identify the effective gamification strategies for female learners, and to discuss the possibility of gamification to challenge traditional gender roles. The study is structured according to PRISMA 2020 guidelines, using thematic synthesis and quality appraisal through the Mixed Method Appraisal Tool (MMAT, 2018). 31.6% (<i>n</i> = 12) studies met all appraisal criteria (5/5), while 65.8% (<i>n</i> = 25) met four out of five criteria, indicating the robustness of our study selection. This review contributes an empirically grounded multidisciplinary framework incorporating five key constructs – gamification, the self-determination theory, social-collaborative, feminist-gender, and cognitive load approaches – recognising seven core variables – autonomy, competence, relatedness, motivation, engagement, social identity, and instructional design. Thematic analysis shows that gamification elements (points systems, badges, levels, and collaborative challenges) strongly boost motivation, engagement, and self-efficacy of the female learners. Nineteen studies have positive results, and eleven reported mixed results. This study offers practical recommendations to educators and designers to design inclusive and empowering gamified learning environments that can reduce gender differences and encourage transformative learning experiences. The findings highlight the need to have context-sensitive, collaborative and mastery-based design and institutional support on fair access and teacher training.</p>

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A systematic review of empirical studies on gamified learning environments for women in the last decade (2015–2025)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月10日

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  • OMIKA BHALLA SALUJA,
  • Deepti Sharma,
  • Man Mohan Shukla,
  • Harit Kumar

摘要

This is a systematic review of 38 empirical studies on gamified learning environments for women from 2015 to 2025, filling a key gap in gender-responsive design and methodology. The primary aim of this study is to develop an integrated theoretical framework of gendered experiences during gamified learning, to identify the effective gamification strategies for female learners, and to discuss the possibility of gamification to challenge traditional gender roles. The study is structured according to PRISMA 2020 guidelines, using thematic synthesis and quality appraisal through the Mixed Method Appraisal Tool (MMAT, 2018). 31.6% (n = 12) studies met all appraisal criteria (5/5), while 65.8% (n = 25) met four out of five criteria, indicating the robustness of our study selection. This review contributes an empirically grounded multidisciplinary framework incorporating five key constructs – gamification, the self-determination theory, social-collaborative, feminist-gender, and cognitive load approaches – recognising seven core variables – autonomy, competence, relatedness, motivation, engagement, social identity, and instructional design. Thematic analysis shows that gamification elements (points systems, badges, levels, and collaborative challenges) strongly boost motivation, engagement, and self-efficacy of the female learners. Nineteen studies have positive results, and eleven reported mixed results. This study offers practical recommendations to educators and designers to design inclusive and empowering gamified learning environments that can reduce gender differences and encourage transformative learning experiences. The findings highlight the need to have context-sensitive, collaborative and mastery-based design and institutional support on fair access and teacher training.