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Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education

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Title: Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education
Language: English
Authors: Sudarmiani, Ibadullah Malawi, Izzatul Fajriyah
Source: Journal of Teaching and Learning. 2026 20(1):240-259.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Gamification, Learning Management Systems, Game Based Learning, Independent Study, Self Management, Self Motivation, Self Control, Undergraduate Students, Foreign Countries, Social Studies, Citizenship Education, Student Attitudes
Geographic Terms: Indonesia
ISSN: 1492-1154
1911-8279
Abstract: The integration of gamification in learning management systems (LMS) has gained traction as a strategy to enhance learning outcomes and promote self-directed learning (SDL); however, existing studies often lack a comprehensive understanding of its specific impacts on student engagement and SDL behaviours in the context of social education. Addressing this gap, this study aims to explore the effects of gamified LMS on learning outcomes and SDL dimensions, self-management, self-motivation, and self-control. A sequential mixed-methods approach was employed, involving 60 undergraduate students in the social education program at Universitas Negeri Surabaya, Indonesia. Quantitative data were collected through pre- and post-tests on learning outcomes and an SDL questionnaire, while qualitative insights were obtained via in-depth interviews. Findings revealed significant improvements in learning outcomes, with students demonstrating better mastery of course content. In terms of SDL, notable gains were observed in self-motivation and self-control, although challenges persisted in maintaining consistent self-management among some participants. Negative insights included technical difficulties and varying levels of digital literacy, both of which affected engagement. These findings suggest that gamified LMS can effectively enhance educational experiences but require tailored support to address individual learner needs. Implications include the need for adaptive gamification designs and instructor facilitation to maximize SDL behaviours.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494659
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education
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  Data: <searchLink fieldCode="AR" term="%22Sudarmiani%22">Sudarmiani</searchLink><br /><searchLink fieldCode="AR" term="%22Ibadullah+Malawi%22">Ibadullah Malawi</searchLink><br /><searchLink fieldCode="AR" term="%22Izzatul+Fajriyah%22">Izzatul Fajriyah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(1):240-259.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Motivation%22">Self Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
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  Data: 1492-1154<br />1911-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The integration of gamification in learning management systems (LMS) has gained traction as a strategy to enhance learning outcomes and promote self-directed learning (SDL); however, existing studies often lack a comprehensive understanding of its specific impacts on student engagement and SDL behaviours in the context of social education. Addressing this gap, this study aims to explore the effects of gamified LMS on learning outcomes and SDL dimensions, self-management, self-motivation, and self-control. A sequential mixed-methods approach was employed, involving 60 undergraduate students in the social education program at Universitas Negeri Surabaya, Indonesia. Quantitative data were collected through pre- and post-tests on learning outcomes and an SDL questionnaire, while qualitative insights were obtained via in-depth interviews. Findings revealed significant improvements in learning outcomes, with students demonstrating better mastery of course content. In terms of SDL, notable gains were observed in self-motivation and self-control, although challenges persisted in maintaining consistent self-management among some participants. Negative insights included technical difficulties and varying levels of digital literacy, both of which affected engagement. These findings suggest that gamified LMS can effectively enhance educational experiences but require tailored support to address individual learner needs. Implications include the need for adaptive gamification designs and instructor facilitation to maximize SDL behaviours.
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  Data: 2026
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  Data: EJ1494659
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 240
    Subjects:
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Learning Management Systems
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Independent Study
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      – SubjectFull: Self Management
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      – SubjectFull: Self Motivation
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      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Citizenship Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education
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