Game Changer

Gamification of Teachers' Lessons During the COVID-19 Pandemic




Gamification, Game Elements, Techno-structural intervention, Reengineering OD Intervention


The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly

on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning.

The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning.

At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills.  It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.


Download data is not yet available.

Author Biography

Gerby Parra, University of Santo Tomas

Graduate Studies


Bilgin, E. (2020, February). A Brief Overview on Gamification History. ResearchGate.

Cahill, G. (2020). Why Game-Based Learning? the Learning Counsel.

Chamberlain, L. (2020, September 28). Sal Khan on the State of Education in the Global Pandemic - and Beyond. Yext.

Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification: Using game-design elements in non-gaming contexts. In Proceedings of the CHI 2011. Vancouver, BC, Canada, 10.1145/1979742.1979575. DOI:

Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1). DOI:

Ding, L., Kim, C. M., & Orey, M. (2020). Design of gamified asynchronous online discussions. Technology, Pedagogy and Education, 29(5), 631–647. DOI:

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70. DOI:

Fuu, S. (2017, July 19). Techno structural interventions. SlideShare.

Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A Guide for Game-Design-Based Gamification. Informatics, 6(4), 49. DOI:

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441–467. DOI:

Hussein, M. H., Cheong, L. S., Thong, M.-K., & Ow, S. H. (2019). A Digital Game-Based Learning Method to Improve Students' Critical Thinking Skills in Elementary Science. IEEE Access, 7, 96309–96318. DOI:

Huotari, K., & Hamari, J. (2017). A definition for gamification: anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31. DOI:

Landers, R. N., Collmus, A. B., Armstrong, M. B., & Auer, E. M. (2018). Gamification Science, Its History and Future: Definitions and a Research Agenda. Simulation & Gaming, 49(5), 315–337. DOI:

O'Connell, A., Tomaselli, P. J., & Stobart-Gallagher, M. (2020). Effective Use of Virtual Gamification During COVID-19 to Deliver the OB-GYN Core Curriculum in an Emergency Medicine Resident Conference. Cureus, 12(6), e8397. DOI:

Ofosu-Ampong, K., Boateng, R., Anning-Dorson, T., & Kolog, E. A. (2019). Are we ready for Gamification? An exploratory analysis in a developing country. Education and Information Technologies, 25(3), 1723–1742. DOI:

Ofosu-Ampong, K., & Boateng, R. (2018). Gamifying Sakai: Understanding game elements for learning. In Proceedings of the Twenty-fourth Americas Conference on Information Systems.

Pakinee, A., & Puritat, K. (2021). Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Education and Information Technologies. DOI:

Puritat, K. (2019). Enhanced Knowledge and Engagement of Students Through the Gamification Concept of Game Elements. International Journal of Engineering Pedagogy (IJEP), 9(5), 41. DOI:

Sawahel, W. (2020, November 26). Gamification of education could engage students during COVID-19. University

World News.

Shabrina, P., Akintunde, R. O., Maniktala, M., Barnes, T., Lynch, C., & Rutherford, T. (2020). Peeking through the classroom window. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge. DOI:

UN. (2020, August). UNSDG | Policy Brief: Education during COVID-19 and beyond. United Nations.

WHO. (2021). Coronavirus Disease (COVID-19) Situational Updates. World Health Organization.

WHO. (2020). Be Active During COVID-19. Geneva: World Health Organization. Available online at:

Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J.-C. (2020). The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the "Question-Observation-Doing-Explanation" Model during School DOI:

Disruption in COVID-19 Pandemic. Journal of Science Education and Technology.




How to Cite

Parra, G., & Tan, E. (2021). Game Changer: Gamification of Teachers’ Lessons During the COVID-19 Pandemic. International Journal for Innovation Education and Research, 9(7), 184–191.