Users’ attitudes toward gamification in learning on gamified educational platforms: an empirical study

The study aims to substantiate, based on scientometric and empirical data, the prematurity of the mass implementation of gamification technologies in the educational process. The article presents the current state of research related to the impact of gamified environments on the learning process, as well as empirical data related to users’ attitudes towards gamification on gamified educational platforms. The originality of the research lies in the new scientometric and empirical data regarding a novel educational technology – gamification: the opportunities and challenges of gamified learning technologies, and students’ attitudes towards gamification in the educational process. The results obtained demonstrate that the effectiveness of using gamification in education is not yet confirmed, as evidenced by the contradictory data from empirical studies. The survey results provide new information about awareness of gamification elements in education; experience interacting with gamified educational platforms; the frequency, preference, and effectiveness of using gamification elements in the educational process; attitudes towards the personalization of the learning process using game elements; and interest in virtual educational games and simulations.