Currently, gamification is highly regarded as an innovative teaching methodology that can enhance learning experiences and outcomes. By fostering a playful environment, it boosts students' ability to learn and relate to real-life situations. Moreover, it creates opportunities to increase students' knowledge retention by connecting with their real-life experiences. However, despite being recognized as an innovative tool, gamification is not widely accessible to teachers nationwide. Developing a well-designed game requires substantial effort, and while the whole-school design approach shows promise, it is not easily scalable and lacks extensive research on its effectiveness. Presently, there are limited individualized or mission-based approaches to assist teachers in transforming their lessons into gamified experiences. Therefore, there is room to explore gamification as a tool for enhancing learning outcomes on a smaller scale, rather than a school-wide approach.
Additionally, there is potential to reduce the bandwidth needed to transform content into gamified experiences. As COVID-19 prompts educators to reevaluate education delivery, gamification can serve as a tool to increase students' engagement in class, which has significantly dwindled due to the uncertainty surrounding education in the past year. However, achieving this requires a deeper understanding of the challenges and reluctance to incorporate game-based principles into classroom instruction. Consequently, this leads to my research question: how can we leverage the use of gamification in classrooms to improve student retention of knowledge in a scalable and personalized manner, catering to students' individual needs?