Articles Vol. 8 No. 2 (2026)
Published: 2026-08-31 Game On for SDGs: Gamification Levels Joyful & Mindful 21st-Century Learning
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Abstract
This research examines the maturity level of gamification in promoting joyful and mindful learning among 418 senior high school students in Palu, Central Sulawesi, utilising the G.E.A.R. framework and its connection to SDG 4 (Quality Education). Utilising a descriptive-comparative survey strategy, the study indicates that all schools are situated at Level 3.0 (Engaged Integrators), achieving only 64–67% of the optimal score. Urban schools had somewhat higher perception means than rural schools (M = 76.21 vs. 74.03), and the differences between the two types of schools were statistically significant (F(4,413) = 7.14, p < .001). Collaboration and reflection were the strongest aspects, while competition and autonomy were the worst, especially in rural areas. The results show that there is still a plateau at middle maturity and differences between urban and rural areas, but they also show that there are pockets of resilience in rural schools. This study presents a localised urban-rural gamification model for developing contexts and advocates for specific “breakout strategies” emphasising autonomy, equitable competition, and infrastructure fairness to advance practices to Level 4.0 and expedite the attainment of inclusive Sustainable Development Goal 4.
Keywords
GamificationJoyful LearningMindful LearningSDG 4Urban-Rural Disparity
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References
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Ananda, N. P., Rahmah, F. T., & Ramdhani, A. R. (2024). Using gamification in education: Strategies and impact. Hipkin Journal of Educational Research, 1(1). https://doi.org/10.64014/hipkin-jer.v1i1.7a
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Asrianingsih, Abdul Latief, J., Suyuti, Misnah, Najamuddin, L., & Sadi, H. (2023). Interest and Achievement of Learning In History Subject Through Implementation of Practice Field Experience Students of SMK Muhammadiyah 1 Palu in Central Sulawesi Museum. Journal of Scientific Research, Education, and Technology (JSRET), 2(1). https://doi.org/10.58526/jsret.v2i1.72
Ayu Ramantari, P. A., Astra Wesnawa, I. G., & Dwipayana, M. (2025). Comparative Study of Learning Activities between High School Students in Rural and Urban Physiographic Terrain in Geography Learning in Badung Regency. Journal of English Language and Education, 10(3). https://doi.org/10.31004/jele.v10i3.904
Bassanelli, S., Vasta, N., Bucchiarone, A., & Marconi, A. (2022). Gamification for behavior change: A scientometric review. Acta Psychologica, 228. https://doi.org/10.1016/j.actpsy.2022.103657
Cabanillas-García, J. L. (2025). The Application of Active Methodologies in Spain: An Investigation of Teachers’ Use, Perceived Student Acceptance, Attitude, and Training Needs Across Various Educational Levels. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020210
Caputo, E. L., Feter, N., Alt, R., Leite, J. S., Rodrigues, A. N., Dumith, S. C., & da Silva, M. C. (2021). Increasing physical activity by Gamification among Brazilian high school students: a pilot study. Revista Brasileira de Atividade Fisica e Saude, 26. https://doi.org/10.12820/rbafs.26e0230
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K-12 education: A systematic literature review. In British Journal of Educational Technology (Vol. 55, Number 1). https://doi.org/10.1111/bjet.13335
Demir Bozkurt, F., & Özdemir, S. (2023). Validity and reliability of a Turkish version of the human papillomavirus knowledge scale: a methodological study. Journal of the Turkish-German Gynecological Association, 24(3). https://doi.org/10.4274/jtgga.galenos.2023.2022-10-9
Domínguez-González, J. A., Reigal, R. E., Morales-Sánchez, V., & Hernández-Mendo, A. (2024). Analysis of the Sports Psychological Profile, Competitive Anxiety, Self-Confidence and Flow State in Young Football Players. Sports, 12(1). https://doi.org/10.3390/sports12010020
Dr Asmara Shafqat, Asad Ali Babar, & Noor Ul Ain Sahito. (2025). “GAMIFYING ENGLISH LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE: ENHANCING ENGAGEMENT AND ACHIEVEMENT AMONG SECONDARY STUDENTS.” Qualitative Research Journal for Social Studies, 2(3). https://doi.org/10.63878/qrjs375
Emerson, R. W. (2022). ANOVA Assumptions. In Journal of Visual Impairment and Blindness (Vol. 116, Number 4). https://doi.org/10.1177/0145482X221124187
Fernández-Arias, P., Sánchez-Jiménez, M., Antón-Sancho, Á., Nieto-Sobrino, M., & Vergara, D. (2025). Digital Competence of Rural Teachers in Depopulated Regions of Spain: A Bibliometric Review. In European Journal of Investigation in Health, Psychology and Education (Vol. 15, Number 1). https://doi.org/10.3390/ejihpe15010005
Ferrín, M., García-Albacete, G., & Sánchez-Vítores, I. (2022). How long does it take to admit that you do not know? Gender differences in response time to political knowledge questions. Research and Politics, 9(3). https://doi.org/10.1177/20531680221117454
Guisadio, R. G., Tordos, A. J., Pocdol, M., Taboada, F. Lou, Petin, Y. K., Asentista, L., Sumampong, L. J., Catacutan, F., Catamco, E. G., Delatado, K., Lerio, A., Villanueva, M. L., & Cabello, C. (2025). Gamified Elements in Philippine Education: A Systematic Review. Psychology and Education: A Multidisciplinary Journal, 44(1). https://doi.org/10.70838/pemj.440109
Hanifah, H., Nengah Suastika, I., & Bagus Sanjaya, D. (2025). A Systematic Review of Gamification-Based Learning Resources in Civic Education: Enhancing Student Engagement and Civic Competence. Jurnal Profesi Pendidikan, 4(1). https://doi.org/10.22460/jpp.v4i1.27520
Hariyadi, S., Nugraheni, E., Antika, E., & Afriwilda, M. (2023). How common Is online game use addiction? a prevalence and motives study among undergraduate students. European Journal of Psychological Research, 10(4).
Howell, R. (2025). Quest: Journey Through the Lifespan: Gamified Learning for Engagement, Empathy, and Real-World Application. European Conference on Games Based Learning, 19(1). https://doi.org/10.34190/ecgbl.19.1.4214
Husnul Haq, & Wakidi. (2024). Evaluation of the Implementation of the Merdeka Belajar Curriculum in Secondary Schools in the Digital Era. International Journal of Post Axial: Futuristic Teaching and Learning. https://doi.org/10.59944/postaxial.v2i4.391
Jamilah, J. (2025). Improving Learning Outcomes and Student Motivation Through Quizizz Mobile. Indonesian Journal of Innovation Studies, 26(3). https://doi.org/10.21070/ijins.v26i3.1458
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. In Education Sciences (Vol. 14, Number 6). https://doi.org/10.3390/educsci14060639
Javdani, S., Larsen, S. E., Allen, N. E., Blackburn, A. M., Griffin, B., & Rieger, A. (2023). Mixed methods in community psychology: A values-forward synthesis. American Journal of Community Psychology, 72(3–4). https://doi.org/10.1002/ajcp.12703
Jeet, G., & Pant, S. (2023). Creating Joyful Experiences for Enhancing Meaningful Learning and Integrating 21st Century Skills. International Journal of Current Science Research and Review, 06(02). https://doi.org/10.47191/ijcsrr/v6-i2-05
Kaban, A. (2021). Views on the Usage of Social Media Tools in School-Family Communication. International Journal of Technology in Education, 4(3). https://doi.org/10.46328/ijte.118
Kapp, K. M. (2019). The gamification of learning and instruction?: game-based methods and strategies for training and education. In Sustainability (Switzerland) (Vol. 11, Number 1).
Kevin, W., & Dan, H. (2012). For the Win: How Game Thinking Can Revolutionize Your Business - Kevin Werbach, Dan Hunter - Google Libros. In Wharton Digital Press.
Khosravi, M., Ravangard, R., Marzaleh, M. A., Kavosi, Z., Shojaei, P., Gooshki, E. S., & Delavari, S. (2025). Psychometrics of a Persian patient centered care scale for chronic diseases. Journal of Education and Health Promotion, 14(1). https://doi.org/10.4103/jehp.jehp_1013_24
Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development, 72(3). https://doi.org/10.1007/s11423-024-10351-3
Lee, J. Y., & Baek, M. (2023). Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea. In Sustainability (Switzerland) (Vol. 15, Number 14). https://doi.org/10.3390/su151411325
Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Educational Technology Research and Development, 72(2). https://doi.org/10.1007/s11423-023-10337-7
Marshall, R., Bradbury, A., Morgan, N., Pineda, K., Hayes, D., Burton, A., Sonke, J., & Fancourt, D. (2025). Social prescribing in the USA: emerging learning and opportunities. In The Lancet Public Health (Vol. 10, Number 6). https://doi.org/10.1016/S2468-2667(25)00066-0
Meylani, R. (2025). Gamification and Game-Based Learning in Mathematics Education for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary Research Literature. Journal of Lifestyle and SDGs Review, 5(2). https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04567
NTUMI, S. (2021). Reporting and Interpreting One-Way Analysis of Variance (ANOVA) Using a Data-Driven Example: A Practical Guide for Social Science Researchers. Journal of Research in Educational Sciences, 12(14). https://doi.org/10.14505/jres.v12.14.04
Nurcahyoko, K., Anniurwanda, P., & Sudirjo, E. (2024). Investigating the Factors Influencing Literacy Skills among Young Students in Rural Areas of Indonesia. Language Circle: Journal of Language and Literature, 18(2). https://doi.org/10.15294/lc.v18i2.50287
Oliveira, R. P., de Souza, C. G., Reis, A. da C., & de Souza, W. M. (2021). Gamification in e-learning and sustainability: A theoretical framework. In Sustainability (Switzerland) (Vol. 13, Number 21). https://doi.org/10.3390/su132111945
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Copyright & Open Access Policy
Copyright (c) 2026 Dewi Satria Ahmar, Tri Santoso, Jamaludin, Muhammad Fath Azzajjad (Author) 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
Ahmar, D. S., Santoso, T., Jamaludin, J., & Azzajjad, M. F. (2026). Game On for SDGs: Gamification Levels Joyful & Mindful 21st-Century Learning. Journal of Applied Science, Engineering, Technology, and Education, 8(2), 387–399. https://doi.org/10.35877/454RI.asci4702
