Gamification and self-regulated learning in digital educational environments: a systematic review using an engagement dynamics–systems integration lens

Abstract

This systematic review synthesises empirical evidence from 2020 onward on gamification for SRL in digital educational environments through an integrative analytical lens, Engagement Dynamics – Systems Integration (ED-SI). SRL is the single focal construct; self-directed learning and learner autonomy served only as search synonyms, and studies were retained only where the measured construct mapped onto self-regulatory processes. 44 empirical studies were identified using PRISMA 2020 guidelines by searching Scopus, Web of Science, ERIC, IEEE Xplore, and ACM Digital Library from January 2020 to December 2025. Educational level was coded as an analytical dimension rather than used as an eligibility filter; the corpus spans primary through adult education, with higher education the largest stratum. Methodological quality was assessed with the Mixed Methods Appraisal Tool (MMAT), and findings were synthesised narratively in line with Synthesis Without Meta-analysis (SWiM) guidance. The most commonly reported outcomes were motivation and engagement, SRL development, and knowledge retention and achievement, but results varied widely with implementation context, personalisation, feedback timing, and mechanic–goal alignment. Cross-level synthesis revealed an enabling configuration of adaptive challenge, meaningful learner choice, immediate goal-referenced feedback, and teacher facilitation, and an undermining configuration of sustained competition, reward salience, and limited personalisation. The review proposes an explanatory mid-range model of four supportive mechanism pathways and a dark-side pathway, two design configurations, six boundary conditions, and eight testable propositions (P1–P8) connecting gamification to SRL. The results offer evidence-based guidance for educators and designers and emphasise the need for longitudinal, cross-cultural, and methodologically stronger studies.