Authors : Jaivy C. Cabactulan; Mejie C. Arizobal; Charisma Joy R. Rada

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/yd7amyk8

Scribd : https://tinyurl.com/4nhzmp6f

DOI : https://doi.org/10.38124/ijisrt/26jan485

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This literature review synthesizes findings on the causal relationship between gamified mobile learning, student motivation, and academic achievement, with a specific focus on the moderating effects of socio-demographic variables. Drawing from metaanalyses, systematic reviews, and experimental studies, the paper establishes that gamification has a significant positive effect on both student motivation and academic performance. This positive impact, however, is not uniform. The review argues that the effectiveness of gamification is causally influenced by a student's age, gender, and grade level. Younger students are more responsive to extrinsic motivators, while older learners are driven by intrinsic factors like autonomy and mastery. Gender may influence preferences for competitive versus collaborative game mechanics, and grade level moderates the impact based on developmental and curricular context. Ultimately, the literature suggests that the full potential of gamification is realized not through a onesizefits-all approach, but through a thoughtful design that is tailored to the specific demographic profile of the learner.

Keywords : Gamification, Student Motivation, Academic Achievement, Mobile Learning, Socio-Demographics.

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