Determinants of Students’ Continuance Intention Toward Gamified Learning in Higher Education: A Systematic Review

Authors

  • Dian Rahmasari University of Surabaya
  • Lisana University of Surabaya

DOI:

https://doi.org/10.58230/27454312.4025

Keywords:

Systematic Review, Gamification, Continuous Intention, Learning Platform, Higher Education Students

Abstract

The increasing adoption of gamified learning platforms in higher education has raised significant interest in understanding the factors that influence students’ continuance intention to use these systems beyond initial engagement. While numerous investigations have underscored the immediate advantages of gamification in enhancing motivation and learning outcomes, the enduring nature of student engagement within gamified settings has received comparatively scant attention. This research aims to systematically identify and synthesize the factors influencing university students' intention to continue using gamified learning platforms in higher education. Using a quantitative methodology and adhering to the PRISMA protocol, a systematic literature review was conducted, with data extraction and synthesis focused on motivational, behavioral, and technological factors that affect user retention. The analysis indicated that intrinsic motivation, perceived usefulness, engagement quality, and adaptive personalization emerged as the most reliable predictors of continuance intention. Conversely, extrinsic rewards and competitive components demonstrated positive yet diminishing effects over time, thereby highlighting the necessity for a balanced motivational design. This study contributes to the existing body of knowledge by offering a comprehensive, evidence-based model of continuance behavior within gamified higher education, while also contextualizing the findings within the digital learning environment. Consequently, the results provide valuable insights for educators, instructional designers, and policymakers aiming to foster sustainable student engagement through gamification.

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Vol. 15 No. 2 Mei (2026): Didaktika Jurnal Kependidikan

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How to Cite

Rahmasari, D. ., & Lisana. (2026). Determinants of Students’ Continuance Intention Toward Gamified Learning in Higher Education: A Systematic Review. Didaktika: Jurnal Kependidikan, 15(2 Mei), 1693-1708. https://doi.org/10.58230/27454312.4025