A Systematic Literature Review on Gamified Fabrication Learning: Trends, Challenges, and Future Directions

Gamified fabrication learning has developed as an interdisciplinary field merging game design concepts with practical fabrication tasks to improve educational results. Although gamification in education has been extensively researched, its implementation in fabrication learning has received limited attention, resulting in a lack of insight into how game-based components can optimally aid skill development and participation in maker-focused settings. This systematic literature review seeks to consolidate current studies on gamified fabrication learning, with the objective of uncovering principal trends, obstacles, and prospective avenues to guide theoretical and practical advancements. We employ a strict methodological approach to methodically examine pertinent research, with attention directed toward three key aspects: gamification in education, fabrication in education, and online petition design, which together define the scope of this domain. The study results indicate gamified fabrication learning frequently relies on points, badges, and leaderboards for learner motivation, yet the inclusion of narrative and feedback systems is irregular. Issues such as scalability, accessibility, and the equilibrium between enjoyment and educational goals are commonly documented, which underscores the necessity for more customized design frameworks. The review also identifies an increasing focus on digital platforms that merge virtual and tangible fabrication experiences, indicating possibilities for mixed learning approaches. Based on these insights, we propose future research directions, such as the creation of adaptive gamification strategies and the investigation of social collaboration in maker spaces. This work delivers a thorough survey of the field and gives essential advice for educators, designers, and researchers aiming to progress gamified fabrication learning.