Deconstructing Problems in Elementary Social Studies Learning through the Inconsistency of Gamification Models and Their Impact on Critical Thinking Skills: A Systematic Literature Review

Abstract

The increasing integration of digital technology in twenty-first-century education has encouraged the use of gamification to enhance student engagement in primary school Social Studies. However, its effectiveness in supporting critical thinking remains unclear and may depend on game mechanics, instructional design, and contextual conditions. This study systematically examined the effectiveness and implementation challenges of gamification in developing critical thinking in primary school Social Studies. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted to identify, evaluate, and synthesize 20 journal articles published between 2021 and 2026. The findings show that gamification does not consistently produce positive cognitive outcomes. Speed-oriented mechanics may encourage rapid responses and superficial reasoning, while competitive leaderboards may create disparities in learning experiences. Excessive reliance on external rewards may also weaken intrinsic motivation. In addition, limited digital infrastructure and the absence of structured reflection or debriefing can restrict gamified activities to surface-level engagement rather than deeper critical thinking. Overall, the educational value of gamification depends less on the presence of game elements than on their integration into instructional design. Gamification is more likely to foster logical reasoning and critical thinking when digital challenges are supported by guided reflection, meaningful feedback, and contextualized content. These findings emphasize appropriate media selection and stronger teacher competence in designing adaptive gamified learning experiences that support students’ cognitive development.