Development of Gamification-Based Economic Learning Media as an Effort to Optimize Differentiated Learning for Inclusive High School Students
Article Number: e2025402 | Available Online: August 2025 | DOI: 10.22521/edupij.2025.17.402
Luqman Hakim , Riza Yonisa Kurniawan , Mohamad Arief Rafsanjani , Moh. Danang Bahtiar , Aniek Hindrayani , Muhammad Hasan , Leny Noviani , Zain Fuadi Muhammad Roziqifath
Full text PDF |
5178 |
1426
Abstract
|
Background/purpose. The purpose of this research is to analyse and aim to develop a gamification-based learning tool. This is due to the diverse learning needs and responds to the challenge of differentiated learning that is student-centred in the classroom rather than teacher-centred. Materials/methods. The research method used is a research development (RnD) approach with the development model using the ADDIE model consisting of Analyze, Design, Development, Implement, and Evaluate stages. The media developed in this research includes interactive elements such as animations, videos, minigames, and quizzes, which can then be accessed through various platforms such as websites and applications. Results. This research goes through the validation stage contained in the development stage. Validity is carried out by material, language, and media expert validation. Based on the results of the validity that has been carried out, it shows high feasibility with an average value of 96.15%. The implementation of the pilot test involving 35 students in a small class showed positive responses, with 93.30% of students feeling that this media increased their knowledge and motivation, 93.12% appreciated the visual design, and 73.75% of students stated that it was easy to use. Conclusion. Finally, this study suggests that gamification-based learning media can be an effective tool to support inclusive and engaging education. Further research is recommended to test the effectiveness of gamification-based teaching materials in large classes with more than 35 students. |
Keywords: Gamification, learning media, inclusive education, differentiated learning
ReferencesAbenes, F. M. D., Caballes, D. G., Balbin, S. A., & Conwi, X. L. (2023). Gamified Mobile Apps’ Impact on Academic Performance of Grade 8 in a Mainstream Physics Class. Journal of Information Technology Education: Research, 22, 557–579. https://doi.org/10.28945/5201
Acemoglu, D., & Restrepo, P. (2020). Robots and jobs: Evidence from us labor markets. Journal of Political Economy, 128(6), 2188–2244. https://doi.org/10.1086/705716
Alabdulakareem, E., & Jamjoom, M. (2020). Computer-assisted learning for improving executive functions in individuals with ADHD through gamified interventions: A review. Entertainment Computing, 33. https://doi.org/10.1016/j.entcom.2020.100341
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010088
Ali, M. F., Alam, M., Kumar, A., & Ali, N. (2024). Investigation of primary school teachers’ attitude towards inclusive education in Western Division in Fiji. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2419704
Alqazlan, S., Alallawi, B., & Totsika, V. (2019). Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders’ experiences. Educational Research Review, 28, 100295.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56–79.
Amalina, E. N. (2025). Ecopoly: Game-Based Economics Learning Media. In L. K.W. & W. L.H. (Eds.), Communications in Computer and Information Science: Vol. 2384 CCIS (pp. 34–45). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-981-96-4090-4_4
Anderle, F., Cattoni, A., Venuti, P., & Pasqualotto, A. (2025). Exploring the impact and acceptability of gamified tools to address educational needs in decoding and writing skills: A pilot study. Research in Developmental Disabilities, 160. https://doi.org/10.1016/j.ridd.2025.104967
Andrade, C. (2018). Internal, external, and ecological validity in research design, conduct, and evaluation. Indian Journal of Psychological Medicine, 40(5), 498–499. https://doi.org/10.4103/IJPSYM.IJPSYM_334_18
Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., & Katsimpelis, A. (2022). Application of gamification tools for identification of neurocognitive and social function in distance learning education. International Journal of Learning, Teaching and Educational Research, 21(5), 367–400.
Ariska, R., & Hakim, L. (2021). Pengembangan Multimedia Interaktif Berbasis Computer Assisted Instruction (Cai) Pada Mata Pelajaran Akuntansi Perbankan Syariah. Edunomic: Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan Dan Ilmu Pendidikan, 9(1), 1–12.
Aulakh, J., Wahab, H., Richards, C., Bidaisee, S., & Ramdass, P. V. A. K. (2025). Self-directed learning versus traditional didactic learning in undergraduate medical education: a systemic review and meta-analysis. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-024-06449-0
Aulia, H., Hafeez, M., Mashwani, H. U., Careemdeen, J. D., Mirzapour, M., & Syaharuddin, S. (2024). The role of interactive learning media in enhancing student engagement and academic achievement. Proceeding of International Seminar On Student Research In Education, Science, and Technology, 1, 57–67.
Bagherimajd, K., & Khajedad, K. (2025). Designing a model of sustainable education based on artificial intelligence in higher education. Computers and Education: Artificial Intelligence, 9. https://doi.org/10.1016/j.caeai.2025.100439
Balaskas, S., Zotos, C., Koutroumani, M., & Rigou, M. (2023). Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121214
Bamford, J., & Moschini, E. (2025). Co-creation of connected and relational learning spaces: a digital and gamified approach in higher education. Higher Education Research and Development, 44(1), 205–221. https://doi.org/10.1080/07294360.2024.2429443
Batubara, H. H., Sumantri, M. S., & Marini, A. (2022). Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes. International Journal of Interactive Mobile Technologies, 16(17).
Bernaschina, D. (2024). Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering. Metaverse, 5(1). https://doi.org/10.54517/m.v5i1.2274
Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K.-A. (2024). Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis. International Journal of Inclusive Education, 28(10), 2122–2137. https://doi.org/10.1080/13603116.2022.2063425
Brull, S., Finlayson, S., Kostelec, T., MacDonald, R., & Krenzischeck, D. (2017). Using gamification to improve productivity and increase knowledge retention during orientation. JONA: The Journal of Nursing Administration, 47(9), 448–453.
Bukamal, H. (2024). Unravelling the dichotomy of differentiated instruction in Bahrain: inclusionary or exclusionary practice? International Journal of Developmental Disabilities, 70(6), 1056–1067. https://doi.org/10.1080/20473869.2024.2378249
Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5).
Cai, J., & Lombaerts, K. (2024). Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling. Social Psychology of Education, 27(2), 411–434. https://doi.org/10.1007/s11218-023-09827-6
Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100761
Cannella-Malone, H. I., Dueker, S. A., Barczak, M. A., & Brock, M. E. (2021). Teaching academic skills to students with significant intellectual disabilities: a systematic review of the single-case design literature. Journal of Intellectual Disabilities, 25(3), 387–404.
Cerya, E., Afdal, Z., & Susilowibowo, J. (2021). MELDIGANSI ( Media Pembelajaran Digital Akuntansi ) Berbasis Android Bagi Siswa SMA. 4(4), 559–567.
Chahar, B., Hatwal, V., & Sen, S. (2019). Employees training and its impact on learning and creativity: Moderating effect of organizational climate. Problems and Perspectives in Management, 17(2), 430–439. https://doi.org/10.21511/ppm.17(2).2019.33
Cheatham, J. M., Ozga, J. E., St. Peter, C. C., Mesches, G. A., & Owsiany, J. M. (2017). Increasing Class Participation in College Classrooms with the Good Behavior Game. Journal of Behavioral Education, 26(3), 277–292. https://doi.org/10.1007/s10864-017-9266-7
Checa-Domene, L., García-Martínez, I., Gavín-Chocano, Ó., & Prieto, M. G.-V. (2024). Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review. European Journal of Special Needs Education, 39(5), 709–728. https://doi.org/10.1080/08856257.2023.2282247
Chow, W. S. E. (2023). In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms: Challenges and support needs. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09912-7
Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56(1), 5–17. https://doi.org/10.1002/pits.22127
Crompton, H., Jones, M. V, Sendi, Y., Aizaz, M., Nako, K., Randall, R., & Weisel, E. (2024). Examining technology use within the ADDIE framework to develop professional training. European Journal of Training and Development, 48(3–4), 422–454. https://doi.org/10.1108/EJTD-12-2022-0137
D’Intino, J. S., & Wang, L. (2021). Differentiated instruction:A review of teacher education practices for Canadian pre-service elementary school teachers. Journal of Education for Teaching, 47(5), 668–681. https://doi.org/10.1080/02607476.2021.1951603
Dalle, J., Hadi, S., Abdul Mutalib, A., & Sumantri, C. (2018). Signaling principles in interactive learning media through expert’s walkthrough. Turkish Online Journal of Distance Education, 19(4), 147–162. https://doi.org/10.17718/tojde.471911
Davidovitch, N., & Wadmany, R. (2025). Slideshows as a Tool for Learning and Assessment: Pros and Cons as Perceived by Students. Electronic Journal of E-Learning, 23(2), 30–45. https://doi.org/10.34190/ejel.23.2.3647
De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113.
de Alvarenga, K. A. F., de Alcântara, W. L., & de Miranda, D. M. (2023). What has been done to improve learning for intellectual disability? An umbrella review of published meta-analyses and systematic reviews. Journal of Applied Research in Intellectual Disabilities, 36(3), 413–428. https://doi.org/10.1111/jar.13072
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K-12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34–70. https://doi.org/10.1111/bjet.13335
Denisa, L., & Hakim, L. (2021). Pengembangan E-Modul Kontekstual Akuntansi Perbankan Syariah Kelas XI Berbasis Flip Pdf Professional. Jurnal Pendidikan Akuntansi (JPAK), 9(1), 79–87.
Dianati, S., Nguyen, M., Dao, P., Iwashita, N., & Vasquez, C. (2020). Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot!, and Cirrus. Journal of University Teaching and Learning Practice , 17(5), 1–16. https://doi.org/10.53761/1.17.5.4
Dinçer, S. (2024). Bridging the gap in technology integration in education: An examination of science teachers’ competencies and needs. Journal of Turkish Science Education, 21(4), 620–634. https://doi.org/10.36681/TUSED.2024.033
Doulou, A., Pergantis, P., Drigas, A., & Skianis, C. (2025). Managing ADHD Symptoms in Children Through the Use of Various Technology-Driven Serious Games: A Systematic Review. Multimodal Technologies and Interaction, 9(1), 8.
Drysdale, J. (2019). The collaborative mapping model: Relationship-centered instructional design for higher education. Online Learning Journal, 23(3), 56–71. https://doi.org/10.24059/olj.v23i3.2058
Duanmu, X., Yu, J., Yuan, X., & Zhang, X. (2025). How Does Digital Infrastructure Mitigate Urban–Rural Disparities? Sustainability (Switzerland), 17(4). https://doi.org/10.3390/su17041561
Dwyer, C. P., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68(1), 17–35. https://doi.org/10.1007/s11423-019-09659-2
Fadhillah, L., & Khairani, S. (2024). Game Cards Accounting Sebagai Inovasi Media Pembelajaran Akuntansi Berbasis Teknologi Digital Menuju Era Society 5.0. Jurnal Inovasi Pembelajaran Dan Pendidikan Islam [JIPPI], 2(2).
Feiyue, Z. (2022). Edutainment methods in the learning process: Quick, fun, and satisfying. International Journal of Environment, Engineering and Education, 4(1), 19–26.
Feng, C., Gan, Q., & Li, H. (2024). New Infrastructure Construction and Coordinated Development of the Regional Economy: The Empirical Evidence from the Yangtze River Delta Region in China. Sustainability (Switzerland), 16(24). https://doi.org/10.3390/su162410846
Fitri, A. (2022). Inclusive education curriculum management with a modified humanistic design. Journal of Social Studies Education Research, 13(3), 150–173.
Fiuza-Fernández, A., Lomba-Portela, L., Soto-Carballo, J., & Pino-Juste, M. R. (2022). Study of the knowledge about the gamification of the degree in primary education students. PLoS ONE, 17(3 March). https://doi.org/10.1371/journal.pone.0263107
Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A guide for game-design-based gamification. Informatics, 6(4). https://doi.org/10.3390/informatics6040049
Gaulke, S., Eady, M. J., & Amelia Dean, B. (2024). Looking forward, looking back: Early career teachers’ perceptions of their undergraduate learning goals on current practice. Teaching and Teacher Education, 144. https://doi.org/10.1016/j.tate.2024.104577
Gayatri, G., Jaya, I. G. N. M., & Rumata, V. M. (2023). The Indonesian Digital Workforce Gaps in 2021–2025. Sustainability (Switzerland), 15(1). https://doi.org/10.3390/su15010754
Gibbs, K. (2023). Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. Australian Educational Researcher, 50(4), 1217–1232. https://doi.org/10.1007/s13384-022-00551-2
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. Disability and Society, 32(10), 1627–1649. https://doi.org/10.1080/09687599.2017.1365695
Hagermoser Sanetti, L. M., Williamson, K. M., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling. Journal of Positive Behavior Interventions, 20(1), 43–59. https://doi.org/10.1177/1098300717722357
Haji Moradkhani, H., Mashayekh, S., & Khodabandelou, R. (2023). Digital Game-Based Learning in an Introductory Accounting Course: Design and Development of an Instructional Game. International Journal of Game-Based Learning, 13(1), 1–21. https://doi.org/10.4018/IJGBL.324073
Hakim, L., Anwar, M. K., Kurniawan, R. Y., & Pahlevi, T. (2020). Integrating Sharia Economics into the High School Economics Curriculum. International Journal of Instruction, 13(4), 117–132. https://doi.org/10.29333/iji.2020.1348a
Hakim, L., Soesatyo, Y., Dwiharja, L. M., Prakoso, A. F., Kurniawan, R. Y., Marlena, N., & Widayati, I. (2018). The Impact of Alienation Through Neutralization on Students’ Academic Dishonesty. Journal of Teaching in International Business, 29(2), 161–179. https://doi.org/10.1080/08975930.2018.1480990
Hakim, L., Subroto, W. T., & Kurniawan, R. Y. (2015). Developing an quartet card game as an evaluation of economics learning for senior high school. International Journal of Control Theory and Applications, 8(4), 1645–1655. https://serialsjournals.com/abstract/43638_36.pdf
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589–604.
Hemming, V., Armstrong, N., Burgman, M. A., & Hanea, A. M. (2020). Improving expert forecasts in reliability: Application and evidence for structured elicitation protocols. Quality and Reliability Engineering International, 36(2), 623–641. https://doi.org/10.1002/qre.2596
Ho, J. C.-S., Hung, Y.-S., & Kwan, L. Y.-Y. (2022). The impact of peer competition and collaboration on gamified learning performance in educational settings: a Meta-analytical study. Education and Information Technologies, 27(3), 3833–3866. https://doi.org/10.1007/s10639-021-10770-2
Hoeh, E., & Bonat, M. L. (2020). Higher education faculty addressing the diverse learning needs of students with disabilities within the universal design for learning framework. In Ethics in Higher Education (pp. 97–126). Nova Science Publishers, Inc.
Hogan, J. A., Montalbano, C., Coviello, J., McQueston, J., Kirby, M., Koo, B. J., Nissley-Tsiopinis, J., Jutcovich, S., & Lang, J. (2025). Developing Inclusive Educators: Analyzing the Effectiveness of a Short-Term Technical Assistance Model for Best Practices. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050578
Holmes, N. (2018). Engaging with assessment: Increasing student engagement through continuous assessment. Active Learning in Higher Education, 19(1), 23–34. https://doi.org/10.1177/1469787417723230
Hosseini, N., Leijgraaf, M., Gaikhorst, L., & Volman, M. (2024). Practices of social justice-oriented teacher education: a review of the literature. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1432617
Hosshan, H. (2022). Perspectives of Teachers on Supporting The Participation of Students with Learning Disabilities in Inclusive Secondary Schools: A Qualitative Study. Asia Pacific Journal of Educators and Education, 37(1), 47–59. https://doi.org/10.21315/apjee2022.37.1.3
Hosshan, H., Stancliffe, R. J., Bonati, M. L., & Villeneuve, M. (2024). Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools. International Journal of Inclusive Education, 28(7), 1076–1092. https://doi.org/10.1080/13603116.2021.1973125
Howorth, S. K., Marino, M. T., Flanagan, S., Cuba, M. J., & Lemke, C. (2024). Integrating emerging technologies to enhance special education teacher preparation. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-08-2024-0208
Huang, J., Fang, Y., & Hu, K. (2025). Building a good-neighbourly relationship: The impact of neighbourhood social capital on the subjective well-being of migrant elderly in China. International Journal of Intercultural Relations, 108. https://doi.org/10.1016/j.ijintrel.2025.102244
Imran, H. (2023). An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course. Journal of Educational Computing Research, 61(4), 847–874. https://doi.org/10.1177/07356331221144074
Irfan, R. I., & Arifin, Y. (2025). Enhancing Foreign Speakers’ Satisfaction in Learning Indonesian Language with a Gamified Multiplatform Approach. Informatics, 12(1). https://doi.org/10.3390/informatics12010011
Jager, L., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2025). Instructional differentiation in secondary education: Teachers’ actions and reasoning. Teaching and Teacher Education, 159. https://doi.org/10.1016/j.tate.2025.105009
Kaewunruen, S. (2019). Enhancing railway engineering student engagement using interactive technology embedded with infotainment. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020136
Kam, A. H. T., & Umar, I. N. (2023). Would gamification affect high and low achievers differently? A study on the moderating effects of academic achievement level. Education and Information Technologies, 28(7), 8075–8095. https://doi.org/10.1007/s10639-022-11519-1
Kartini, K. S., & Putra, I. N. T. A. (2021). Pengembangan Media Pembelajaran Interaktif Berbasis Android Pada Materi Hidrokarbon. Jurnal Pendidikan Kimia Undiksha, 5(1), 37–43.
Ke, F., Dai, C.-P., & West, L. (2024). Mathematical experience in game-based problem-solving. Journal of Computer Assisted Learning, 40(3), 1083–1097. https://doi.org/10.1111/jcal.12938
Ketsman, O., Kennedy, K., & Reeves, T. (2024). Interrogating an implementation filter: what constraints change in teacher practice in response to professional development? Professional Development in Education. https://doi.org/10.1080/19415257.2024.2351945
Kuo, Y.-K., Batool, S., Devi, S., Tahir, T., & Yu, J. (2024). Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis. Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2023.e23263
Kurniawan, R. Y., & Lestari, D. (2019). The development assessment instruments of higher-order thinking skills on the economic subject. Dinamika Pendidikan, 14(1), 102–115.
Kurniawan, R. Y., Mahfudhoh, A. I., Rohayati, S., Dewi, R. M., Kamalia, P. U., & Majid, M. Z. A. (2025). The Use of Unified Theory of Acceptance and Use of Technology to Analyze Students’ Behavioral Interests in Utilizing Gemini AI. International Journal of Information and Education Technology, 15(7), 1496–1511. https://doi.org/10.18178/ijiet.2025.15.7.2351
Kurniawan, R. Y., Trisnawati, N., Soesatyo, Y., & Jusoh, O. (2019). Comparative Study of Student Entrepreneurship UNESA Indonesia and UPSI Malaysia. Int. J Sup. Chain. Mgt Vol, 8(4), 802. https://ojs.excelingtech.co.uk/index.php/IJSCM/article/view/3494
Langgi, N. R., & Hakim, L. (2021). Pengembangan Aplikasi Mobile “Examination of Sharia”(Exshar) sebagai Media Evaluasi Layanan Lembaga Keuangan Syariah. Jurnal Kajian Teknologi Pendidikan, 4(2), 129–137.
Lee, K.-W. (2023). Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students’ perspectives. Heliyon, 9(10).
Letzel, V., Pozas, M., & Schneider, C. (2020). ‘It’s all about the attitudes!’–Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1862402
Li, D., & Jianxing, W. (2025). The effect of gamified learning monitoring systems on Students’ learning behavior and Achievement: An empirical study. Entertainment Computing, 52. https://doi.org/10.1016/j.entcom.2024.100907
Li, J., Sanmugam, M., & Yahaya, W. A. J. W. (2025). ENHANCING EDUCATION: THE IMPACT OF INTERACTIVE LEARNING IN GAMIFIED ENVIRONMENTS. Fonseca Journal of Communication, 29, 1–23. https://doi.org/10.48047/fjc.29.01.01
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253549
Li, X., Yang, Y., & Chu, S. K. W. (2024). How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study. Educational Technology Research and Development, 72(3), 1357–1381. https://doi.org/10.1007/s11423-023-10341-x
Lin, S., & Muenks, K. (2025). How students’ perceptions of older siblings’ mindsets relate to their math motivation, behavior, and emotion: a person-centered approach. Social Psychology of Education, 28(1). https://doi.org/10.1007/s11218-024-09968-2
Lindner, K.-T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1813450
Lowell, V. L., & Tagare, D. (2023). Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer. Computers and Education: X Reality, 2. https://doi.org/10.1016/j.cexr.2023.100017
Luarn, P., Chen, C.-C., & Chiu, Y.-P. (2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology, 40(5), 413–424. https://doi.org/10.1108/IJILT-07-2022-0145
Lübke, L., Pinquart, M., & Schwinger, M. (2021). The role of flexibility in the realization of inclusive education. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084452
Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016). Gamification of cognitive assessment and cognitive training: a systematic review of applications and efficacy. JMIR Serious Games, 4(2), e5888.
Lyon, A. R., Cook, C. R., Brown, E. C., Locke, J., Davis, C., Ehrhart, M., & Aarons, G. A. (2018). Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13(1). https://doi.org/10.1186/s13012-017-0705-6
Lyons, R. M., Fox, G., & Stephens, S. (2023). Gamification to enhance engagement and higher order learning in entrepreneurial education. Education and Training, 65(3), 416–432. https://doi.org/10.1108/ET-05-2022-0204
Mahmoudi, E., Yoo, P. Y., Chandra, A., Cardoso, R., Dos Santos, C. D., Majnemer, A., & Shikako, K. (2024). Gamification in Mobile Apps for Children With Disabilities: Scoping Review. JMIR Serious Games, 12(1), e49029.
Mårell-Olsson, E. (2021). Using gamification as an online teaching strategy to develop students’ 21st century skills. IxD&A: Interaction Design and Architecture (S), 47, 69–93.
Maryani, I., Suyatno, S., Arfiani, I., Nizaar, M., Astuti, I. A. D., & Sulisworo, D. (2025). Gamified Mobile-Based Learning Approach: Efforts to Improve Students’ Engagement and Learning Quality in Remote Schools in Indonesia. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.179
Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661427
Moseikina, M., Toktamysov, S., & Danshina, S. (2022). Modern technologies and gamification in historical education. Simulation & Gaming, 53(2), 135–156.
Motitswe, J. M. C. (2025). Teachers’ perceptions on including learners with barriers to learning in South African inclusive education system. African Journal of Disability, 14(14), 1–10. https://doi.org/10.4102/ajod.v14i0.1543
Mudjisusatyo, Y., Darwin, D., & Kisno, K. (2024). The use ADDIE model to improve the competence of the higher education task force in obtaining competitive funding for the independent campus program. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-12-2023-0580
Mundy, K. (2023). SDG4 and state capacity: The missing link. International Journal of Educational Development, 103. https://doi.org/10.1016/j.ijedudev.2023.102937
Muñoz-Pascual, L., Galende, J., & Curado, C. (2021). Contributions to sustainability in SMEs: Human resources, sustainable product innovation performance, and the mediating role of employee creativity. Sustainability (Switzerland), 13(4), 1–20. https://doi.org/10.3390/su13042008
Nabiullina, R. K. (2015). The principle of humanism—the fundamental principle of inclusive education. Review of European Studies, 7(4), 73–76. https://doi.org/10.5539/res.v7n4p73
Navas-Bonilla, C. D. R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025). Inclusive education through technology: a systematic review of types, tools and characteristics. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1527851
Nguyen-Viet, B., Nguyen-Duy, C., & Nguyen-Viet, B. (2025). How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation. Interactive Learning Environments, 33(3), 2635–2653. https://doi.org/10.1080/10494820.2024.2414356
Nirmala, P. J., Sivakumar, P., Selvakumar, S., & Daphine, R. (2022). Efficacy of technology-enabled learning in science at the diploma in teacher education level. Education and Information Technologies, 27(8), 10665–10680. https://doi.org/10.1007/s10639-022-11049-w
Nketsia, W., Opoku, M. P., Amponteng, M., & Mprah, W. K. (2024). Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1356675
Noroozi, O., Alikhani, I., Järvelä, S., Kirschner, P. A., Juuso, I., & Seppänen, T. (2019). Multimodal data to design visual learning analytics for understanding regulation of learning. Computers in Human Behavior, 100, 298–304. https://doi.org/10.1016/j.chb.2018.12.019
Nouman, N., Shaikh, Z. A., & Wasi, S. (2024). A Novel Personalized Learning Framework With Interactive e-Mentoring. IEEE Access, 12, 10428–10458. https://doi.org/10.1109/ACCESS.2024.3354167
Noveanu, J., Amsler, F., Ummenhofer, W., von Wyl, T., & Zuercher, M. (2017). Assessment of Simulated Emergency Scenarios: Are Trained Observers Necessary? Prehospital Emergency Care, 21(4), 511–524. https://doi.org/10.1080/10903127.2017.1302528
Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2024). Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom. Journal of Education and Learning (EduLearn), 18(2), 342–349.
Oplatka, I. (2018). Understanding emotion in educational and service organizations through semi-structured interviews: Some conceptual and practical insights. Qualitative Report, 23(6), 1347–1363.
Osipov, I. V, Nikulchev, E., Volinsky, A. A., & Prasikova, A. Y. (2015). Study of gamification effectiveness in online e-learning systems. International Journal of Advanced Computer Science and Applications, 6(2), 71–77.
Owan, V. J., Ekpenyong, J. A., Chuktu, O., Asuquo, M. E., Ogar, J. O., Owan, M. V, & Okon, S. (2022). Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1024017
Özdemir, O. (2025). Kahoot! Game-based digital learning platform: A comprehensive meta-analysis. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13084
Panjawiyati, T., Astuti, E., & Yusdita, E. E. (2024). Evolving of accurate online purchasing module to improve students’ learning outcomes. ASSETS: JURNAL AKUNTANSI DAN PENDIDIKAN, 13(1), 15–28.
Park, Y.-H., Paik, T.-Y., & Koo, J.-H. (2019). Effect of Student Activity Participation on Accounting Education. Journal of Open Innovation: Technology, Market, and Complexity, 5(3), 40. https://doi.org/https://doi.org/10.3390/joitmc5030040
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural Education Professional Development: A Review of the Literature. Review of Educational Research, 89(3), 416–458. https://doi.org/10.3102/0034654319840359
Patmanthara, S., Yuliana, O. D., Dwiyanto, F. A., & Wibawa, A. P. (2019). The use of ladder snake games to improve learning outcomes in computer networking. International Journal of Emerging Technologies in Learning, 14(21), 243–249. https://doi.org/10.3991/ijet.v14i21.10953
Perez-Aranda, J., Medina-Claros, S., & Urrestarazu-Capellán, R. (2024). Effects of a collaborative and gamified online learning methodology on class and test emotions. Education and Information Technologies, 29(2), 1823–1855. https://doi.org/10.1007/s10639-023-11879-2
Pérez, M. E. M., Guzmán Duque, A. P., & García, L. C. F. (2018). Game-based learning: Increasing the logical-mathematical, naturalistic, and linguistic learning levels of primary school students. Journal of New Approaches in Educational Research, 7(1), 31–39. https://doi.org/10.7821/naer.2018.1.248
Pinger, P., Rakoczy, K., Besser, M., & Klieme, E. (2018). Interplay of formative assessment and instructional quality—interactive effects on students’ mathematics achievement. Learning Environments Research, 21(1), 61–79. https://doi.org/10.1007/s10984-017-9240-2
Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367–381. https://doi.org/10.1080/1475939X.2016.1258369
Price, D., & Slee, R. (2021). An Australian Curriculum that includes diverse learners: The case of students with disability. Curriculum Perspectives, 41(1), 71–81.
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning?
Raju, R., Bhat, S., Bhat, S., D’Souza, R., & Singh, A. B. (2021). Effective usage of gamification techniques to boost student engagement. Journal of Engineering Education Transformations, 34(0), 713–717.
Rasskazova, E. I., & Soldatova, G. U. (2023). Psychological and Digital Factors of Student Attitudes Towards Multitasking. Obrazovanie i Nauka, 25(4), 211–232. https://doi.org/10.17853/1994-5639-2023-4-211-232
Rodríguez-Dorta, M., & Borges, Á. (2017). Behavioral patterns in special education. Good teaching practices. Frontiers in Psychology, 8(MAY). https://doi.org/10.3389/fpsyg.2017.00631
Russo-Campisi, J. (2017). Evidence-Based Practices in Special Education: Current Assumptions and Future Considerations. Child and Youth Care Forum, 46(2), 193–205. https://doi.org/10.1007/s10566-017-9390-5
Sahin, D., & Yilmaz, R. (2019). The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 103710. https://doi.org/10.1016/j.compedu.2019.103710
Sailer, M., & Homner, L. (2020). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2017). Teacher dilemmas in challenging students in higher education. Teaching in Higher Education, 22(3), 318–335. https://doi.org/10.1080/13562517.2016.1248392
Schoem, D., Modey, C., & John, E. P. S. (2023). Teaching the whole student: Engaged learning with heart, mind, and spirit. Taylor & Francis.
Sergis, N., Troussas, C., Krouska, A., Tzortzi, C., Bardis, G., & Sgouropoulou, C. (2024). ADHD Dog: A Virtual Reality Intervention Incorporating Behavioral and Sociocultural Theories with Gamification for Enhanced Regulation in Individuals with Attention Deficit Hyperactivity Disorder. Computers, 13(2), 46.
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Signori, G. G., Guimarães, J. C. F. De, Severo, E. A., & Rotta, C. (2018). Gamification as an innovative method in the processes of learning in higher education institutions. International Journal of Innovation and Learning, 24(2), 115–137.
Sitra, O., Katsigiannakis, V., Karagiannidis, C., & Mavropoulou, S. (2017). The effect of badges on the engagement of students with special educational needs: A case study. Education and Information Technologies, 22(6), 3037–3046. https://doi.org/10.1007/s10639-016-9550-5
Slamet, T. I., & Meng, C. (2025). Gamification in collaborative learning: synthesizing evidence through meta-analysis. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00349-4
Somerton, M., Helmer, J., Kasa, R., Hernández-Torrano, D., & Makoelle, T. M. (2021). Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan. Journal of Educational Change, 22(3), 315–334. https://doi.org/10.1007/s10833-020-09384-1
Spatioti, A., Kazanidis, I., & Pange, J. (2023). EDUCATIONAL DESIGN AND EVALUATION MODELS OF THE LEARNING EFFECTIVENESS IN E-LEARNING PROCESS: A SYSTEMATIC REVIEW. Turkish Online Journal of Distance Education, 24(4), 318–347. https://doi.org/10.17718/tojde.1177297
Splett, J. W., Perales, K., Miller, E., Hartley, S. N., Wandersman, A., Halliday, C. A., & Weist, M. D. (2022). Using readiness to understand implementation challenges in school mental health research. Journal of Community Psychology, 50(7), 3101–3121. https://doi.org/10.1002/jcop.22818
Subban, P., Suprayogi, M. N., Preston, M., Liyani, A. N., & Ratri, A. P. P. (2025). “Differentiation is Sometimes a Hit and Miss”. Educator Perceptions of Differentiated Instruction in the Higher Education Sector. Asia-Pacific Education Researcher, 34(3), 873–884. https://doi.org/10.1007/s40299-024-00904-8
Suresh Babu, S., & Dhakshina Moorthy, A. (2024). Application of artificial intelligence in adaptation of gamification in education: A literature review. Computer Applications in Engineering Education, 32(1). https://doi.org/10.1002/cae.22683
Surjanti, J., Prakoso, A. F., Kurniawan, R. Y., Sakti, N. C., & Nurlaili, E. I. (2022). Development of High Order Thinking Skills in Indonesian Teachers. Obrazovanie i Nauka, 24(3), 104–125. https://doi.org/10.17853/1994-5639-2022-3-104-125
Surjanti, J., Rafsanjani, M. A., Kurniawan, R. Y., Fitrayati, D., & Musfidah, H. (2024). Exploring the Predictor of Pre-Service Teacher Intention Toward Environmental Education: Lesson from Adiwiyata School in Indonesia. International Journal of Sustainable Development & Planning, 19(11).
Tavares, M. C., Azevedo, G., Marques, R. P., & Bastos, M. A. (2023). Challenges of education in the accounting profession in the Era 5.0: A systematic review. Cogent Business & Management, 10(2), 2220198. https://doi.org/10.1080/23311975.2023.2220198
Tawafak, R. M., Malik, S. I., & Alfarsi, G. (2021). Impact of technologies during the COVID-19 pandemic for improving behavioral intention to use e-learning. International Journal of Information and Communication Technology Education (IJICTE), 17(3), 137–150.
Thakran, A., & Sharma, R. C. (2016). Meeting the challenges of higher education in India through open educational resources: Policies, practices, and implications. Education Policy Analysis Archives, 24. https://doi.org/10.14507/epaa.24.1816
Thille, P. H., Rotteau, L., & Webster, F. (2021). More than words: Methods to elicit talk in interviews. Family Practice, 38(4), 545–547. https://doi.org/10.1093/fampra/cmab043
Thompson, J. R., Walker, V. L., Carlson, S. R., Carpenter, M. E., & Edyburn, D. L. (2023). Does planning and arranging individualized supports for students with IDD influence educator confidence and competence in universal design for learning? International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2023.2286407
Toda, A. M., Palomino, P. T., Oliveira, W., Rodrigues, L., Klock, A. C. T., Gasparini, I., Cristea, A. I., & Isotani, S. (2019). How to gamify learning systems? An experience report using the design sprint method and a taxonomy for gamification elements in education. Educational Technology and Society, 22(3), 47–60.
Töllner, F., Kuhl, P., & Besser, M. (2025). Formative Assessment in Inclusive Mathematics Education in Secondary Schools: A Systematic Review. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050577
Triviño-Amigo, N., Barrios-Fernandez, S., Mañanas-Iglesias, C., Carlos-Vivas, J., Mendoza-Muñoz, M., Adsuar, J. C., Acevedo-Duque, Á., & Rojo-Ramos, J. (2022). Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience. International Journal of Environmental Research and Public Health, 19(9). https://doi.org/10.3390/ijerph19095750
Triviño-Amigo, N., Polo-Campos, I., Gomez-Paniagua, S., Barrios-Fernandez, S., Mendoza-Muñoz, M., & Rojo-Ramos, J. (2023). Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages. International Journal of Environmental Research and Public Health, 20(4). https://doi.org/10.3390/ijerph20043420
Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009
Vatsalan, D., Rakotoarivelo, T., Bhaskar, R., Tyler, P., & Ladjal, D. (2022). Privacy risk quantification in education data using Markov model. British Journal of Educational Technology, 53(4), 804–821. https://doi.org/10.1111/bjet.13223
Velu, S., Wahid, I. S., & Tabianan, K. (2025). Stimulating innovative learning practices with tech: artefacts influence learners’ actions. Journal of Innovation and Entrepreneurship, 14(1). https://doi.org/10.1186/s13731-025-00523-7
Veytia Bucheli, M. G., Gómez-Galán, J., Cáceres Mesa, M. L., & López Catalán, L. (2024). Digital technologies as enablers of universal design for learning: higher education students’ perceptions in the context of SDG4. Discover Sustainability, 5(1). https://doi.org/10.1007/s43621-024-00699-0
Voshaar, J., Knipp, M., Loy, T., Zimmermann, J., & Johannsen, F. (2023). The impact of using a mobile app on learning success in accounting education. Accounting Education, 32(2), 222–247.
Wan, B., Wang, Q., Su, K., Dong, C., Song, W., & Pang, M. (2021). Measuring the Impacts of Virtual Reality Games on Cognitive Ability Using EEG Signals and Game Performance Data. IEEE Access, 9, 18326–18344. https://doi.org/10.1109/ACCESS.2021.3053621
Wan, S. W.-Y. (2017). Differentiated instruction: are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 23(3), 284–311. https://doi.org/10.1080/13540602.2016.1204289
Wardana, S., & Sagoro, E. M. (2019). Implementasi gamifikasi berbantu media kahoot untuk meningkatkan aktivitas belajar, motivasi belajar, dan hasil belajar jurnal penyesuaian siswa kelas X akuntansi 3 di SMK Koperasi Yogyakarta tahun ajaran 2018/2019. Jurnal Pendidikan Akuntansi Indonesia, 17(2), 46–57.
Wylie, E. C., & Lyon, C. J. (2020). Developing a Formative Assessment Protocol to Support Professional Growth. Educational Assessment, 25(4), 314–330. https://doi.org/10.1080/10627197.2020.1766956
Xie, Z.-B., Cheng, X.-Y., Li, X.-Y., & Zhang, Y.-F. (2025). Team-based learning pedagogy enhances the education quality: a systematic review and meta-analysis. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07175-x
Yang, K.-H., & Chen, H.-H. (2023). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 31(6), 3898–3913. https://doi.org/10.1080/10494820.2021.1944219
Yang, L. (2024). Exploration of Digital Transformation Path of Education Management in Colleges and Universities in the Internet Era. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0802
Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A.-A. A. (2025). The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability (Switzerland), 17(3). https://doi.org/10.3390/su17031133
Yazicioğlu, T., Sardohan Yildirim, A. E., & Altindağ Kumaş, Ö. (2025). Inclusive Education From Children’s Perspective: Examining Social, Emotional, and Academic Perceptions of Students With Learning Disabilities and Typically Developing Students. Psychology in the Schools. https://doi.org/10.1002/pits.23506
Yekela, O., Thomson, K.-L., & van Niekerk, J. (2024). Creating a Topic Map for representing Network Security Competencies. Procedia Computer Science, 237, 913–922. https://doi.org/https://doi.org/10.1016/j.procs.2024.05.179
Zhang, Y., Deng, Q., Zheng, X., Xu, X., & Wang, F. (2025). Online continuing education for midwives in China: current trends, barriers, and future directions. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07180-0
Zhou, P., Chen, F., Wang, W., Song, P., & Zhu, C. (2019). Does the development of information and communication technology and transportation infrastructure affect China’s educational inequality? Sustainability (Switzerland), 11(9). https://doi.org/10.3390/su11092535
Zhukova, O., Platash, L., & Tymchuk, L. (2022). Inclusive education as a tool for implementing the Sustainable Development Goals on the basis of humanization of society. Problemy Ekorozwoju, 17(1), 114–122.