INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025  
Gamifying Leadership: A Systematic Review of Game-Based  
Strategies in School Leadership Development  
Rave D. Evangelio1 , Marleonie M. Bauyot 2  
1Student, Doctor of Philosophy in Education Major in Educational Leadership, University of  
Immaculate Concepcion, Davao City,Philippines  
1Teacher III, Johnson National High School, Department of Education-Agusan del Sur, Loreto, Agusan  
del Sur, Philippines  
2Professor, Graduate School Department, University of Immaculate Concepcion, Davao City,  
Philippines  
DOI: https://doi.org/10.51584/IJRIAS.2025.10100000174  
Received: 13 November 2025; Accepted: 19 November 2025; Published: 20 November 2025  
ABSTRACT  
Gamification is viewed as a promising solution for employing game design elements in school leader  
professional learning and skill acquisition, and this systematic review summarizes research that has employed  
game-based and gamification approaches in K-12 school leadership development from 2020 to 2024. A total of  
159 studies were identified in the ERIC, Google Scholar, and IDESR databases. After removing duplicates and  
excluding studies based on relevance and methodological quality, fourteen studies were included. The review  
was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes extension  
for Scoping Reviews (PRISMA-ScR) 2020. Qualitative content analysis and thematic synthesis were used to  
identify trends, constructs, and implementation outcomes. Leadership training courses involving gamification  
often used some kind of simulations, serious games or gamified elements to train leadership skills such as  
decision-making, cooperation or system thinking. Almost all studies affected training participants and engaged  
them. Those studies also caused them to have self-efficacy and to reflect in learning in a positive way.  
Researchers need to study more longitudinally and also within different educational contexts to corroborate  
these early findings. However, this review suggests that gamification may innovate how schools build  
leadership capacity. More rigorous research using standardized measurements should be conducted to confirm  
the results and determine the impact of long-term implementation. This research adds to a growing body of  
literature in online professional learning and has implications for education policy makers and leadership  
development organizations.  
Keyword: Gamification; School leadership development; Professional learning; K-12 education; Serious  
games; Self-efficacy; Systematic review  
INTRODUCTION  
In recent years, gamification, or the use of game design elements in non-game settings, has become a popular  
method for educational and professional development. In school leadership, gamification helps boost  
engagement, motivation, and skill improvement among administrators and future leaders (Alsawaier, 2022;  
Baran & AlZoubi, 2021). As schools face rapidly changing educational environments, leaders need to build  
skills that go beyond basic management. These skills include collaboration, critical thinking, and making  
decisions based on data. Traditional leadership training often struggles to teach these complex skills effectively  
(Martin & Clark, 2021; Navarro & Santos, 2023).  
Gamified learning environments provide immersive, interactive experiences. They encourage experimentation  
and reflection, both essential for effective leadership development (Kim & Park, 2020; Liao & Chou, 2022).  
Through simulation games, scenario challenges, and digital platforms, educational leaders can solve problems  
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ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025  
without risk and get immediate feedback. This lets them connect theoretical concepts to real-life situations  
(Brown & Smith, 2020; Romero & Usart, 2020). These methods fit well with constructivist learning theories,  
which highlight the roles of active participation and social interaction in achieving deep learning and changing  
behaviors (Flores & Santiago, 2021).  
Despite the promise of gamification, its use in leadership training is still not well explored in educational  
administration, especially in K–12 and higher education. Although research increasingly shows improvements  
in engagement and motivation (Chen & Huang, 2022; Villanueva & Lopez, 2022), few studies have  
thoroughly examined the evidence surrounding game-based strategies meant for school leaders. Much of the  
existing research focuses on student learning or corporate leadership, leaving gaps in understanding how  
gamification benefits the professional growth of principals, department heads, and instructional leaders (Basri  
& Ong, 2023).  
This systematic review aims to fill this gap by analyzing recent studies that explore game-based and gamified  
strategies for school leadership development. By reviewing 14 studies published from 2020 to 2024, this  
research looks at how gamification affects leadership skills, engagement, and the formation of professional  
identity. Following the PRISMA 2020 guidelines, the review employs qualitative content analysis and  
thematic synthesis to spot common patterns, theoretical frameworks, and results of different implementations  
(De los Reyes & Bautista, 2023; Zhang & Wang, 2021).  
Gamification's relevance in leadership development comes from its ability to replicate real-world  
administrative scenarios within safe, dynamic learning environments. For example, serious games and digital  
simulations help leaders improve their collaboration, ethical decision-making, and strategic planning skills  
(Navarro & Santos, 2023; Romero & Usart, 2020). Additionally, gamified systems can tailor professional  
learning paths by incorporating feedback mechanisms and reward structures that maintain intrinsic motivation  
(Liao & Chou, 2022; Kim & Park, 2020).  
Ultimately, this review adds to the growing conversation about technology-based professional development by  
showing how game-based methods can enhance traditional leadership training. It highlights the need to  
connect gamified interventions with clear teaching goals and leadership skills, while also promoting further  
research in different educational settings (Zhang & Wang, 2021; Alsawaier, 2022). This synthesis aims to offer  
evidence-based insights for educational policymakers, training institutions, and researchers in designing  
engaging, sustainable, and impactful professional development experiences for school leaders.  
Research Questions  
The aim of this study is to provide a clear understanding of how gamification is used in school leadership  
development and professional learning programs. Specifically, this study seeks to find out how game-based  
strategies have been used to improve leadership skills, encourage engagement, and boost collaboration among  
school leaders. To achieve this goal, the study aims to answer the following research questions:  
1. How has gamification been applied in school leadership training and professional development programs?  
2. What evidence exists regarding the effectiveness of gamification in improving leadership skills, decision-  
making, and collaboration among school leaders?  
3. What types of game mechanics or design elements are most often used in gamified leadership development  
initiatives?  
4. What challenges, limitations, or barriers are noted in the literature about applying gamification to school  
leadership development?  
5. What best practices and recommendations can be identified for effectively incorporating gamification into  
school leadership training programs?  
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METHODS  
This systematic review followed the PRISMA 2020 guidelines (Page et al., 2021) to promote transparency and  
rigor. The search, selection, evaluation, and synthesis of studies were based on recommendations from the  
Cochrane and Campbell Collaborations (Higgins et al., 2022; Wang et al., 2021). We used a structured  
protocol to identify and assess literature on gamification and school leadership development. While there were  
some methodological limitations, the findings consistently support gamification as a way to encourage  
collaborative and adaptive leadership in schools.  
This methodological framework ensured that the review-maintained consistency in its search strategy,  
inclusion and exclusion criteria, and data extraction process. By integrating these systematic review standards,  
the study aimed to present a comprehensive and evidence-based synthesis of how gamification has been  
applied to enhance leadership skills, professional growth, and decision-making among school leaders.  
Search Strategy  
This systematic review used the PRISMA 2020 guidelines to make the literature selection process clear and  
repeatable. We searched three major databases: Integrated Digital Education and Research (IDESR), ERIC  
(Education Resources Information Center), and Google Scholar. Our goal was to find peer-reviewed studies  
about gamification in school leadership development. The search took place in October 2025 and included  
keywords such as “gamification,” “game-based learning,” “school leadership,” “leadership development,”  
“educational leadership,” and “professional development.” We used Boolean operators like “AND” and “OR”  
to narrow the results, and only included studies published in English between 2020 and 2025.  
Inclusion and Exclusion Criteria  
The inclusion and exclusion criteria were established to ensure that only relevant and high-quality studies were  
incorporated into the review. Studies were included if they explicitly discussed gamification or game-based  
strategies within the context of school leadership or educational leadership training. They were also required to  
involve leaders, administrators, or aspiring school heads as participants and to present measurable or  
descriptive outcomes related to leadership skill development, decision-making, or collaboration. Furthermore,  
the review only considered studies published in peer-reviewed journals or recognized academic repositories  
between 2020 and 2025.  
Conversely, studies were excluded if they were not written in English or if their focus was limited to students,  
teachers, or general classroom gamification without a leadership component. Non-empirical papers, such as  
blogs, opinion essays, and unverified conference proceedings lacking methodological details, were also  
excluded from the review. These criteria ensured that the final pool of studies provided both empirical rigor  
and thematic relevance to the review's objectives. Publication bias may exist since only peer-reviewed English  
studies were included, potentially excluding relevant gray literature.  
Selection and Data Extraction  
The selection process followed a four-stage approach: identification, screening, eligibility, and inclusion, as  
illustrated in the PRISMA flowchart. During the identification stage, all records retrieved from the databases  
were imported into a reference management tool for duplicate removal. Title and abstract screening were then  
conducted to determine relevance to school leadership and gamification. In the eligibility stage, full-text  
articles were reviewed to ensure they met the inclusion criteria.  
For data extraction, a structured matrix was developed to record study details, including author(s), year,  
country, research design, gamification elements used, target participants, key findings, and identified  
challenges or limitations. The extracted data were analyzed thematically to synthesize patterns and insights  
related to the effectiveness, strategies, and barriers of gamification in school leadership development. The  
confidence in synthesized findings was rated as moderate due to methodological heterogeneity and limited  
sample sizes across studies.  
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Figure 1. Flow chart depicting the process of the study selection for the systematic review  
RESULTS AND DISCUSSIONS  
Literatures/Studies Explored in Education Research  
A total of 14 studies were included in the final review after the systematic screening process. These studies,  
sourced from IDESR, ERIC, and Google Scholar, encompass diverse educational contexts across various  
countries. Most studies were published between 2018 and 2025, reflecting a growing interest in integrating  
gamification into leadership development programs. Most articles were situated within the broader domains of  
educational leadership, digital pedagogy, and professional learning, emphasizing the role of gamification in  
improving leadership engagement and competency.  
Thematically, the included research highlights the increasing application of digital game mechanics,  
simulation-based leadership training, and gamified feedback systems within the educational leadership domain.  
Studies such as those by Baran and AlZoubi (2021) and Torres and Evans (2023) demonstrated how gamified  
leadership modules enhanced participants’ engagement, reflection, and motivation in leadership learning  
environments.  
The reviewed literature demonstrated that gamified interventions in leadership are increasingly being designed  
to enhance motivation, problem-solving, and collaborative learning. This indicates that educational researchers  
are viewing gamification not just as a classroom tool but as a potential framework for transformational  
leadership development.  
RQ1: How has gamification been applied in school leadership training and professional development  
programs?  
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The review of the fourteen studies showed that gamification was used in school leadership training and  
professional development through various methods. These included simulation-based learning, serious games,  
digital leadership platforms, and gamified professional learning modules. Most studies, like those by Baran  
and AlZoubi (2021), Navarro and Santos (2023), and Romero and Usart (2020), found that gamified  
interventions aimed to mimic real administrative scenarios. This allowed participants to make decisions, plan  
strategically, and solve problems together without taking real-world risks.  
These programs frequently included game elements such as points, badges, leaderboards, levels, and scenario-  
based simulations. These elements motivated participants and provided feedback. In many instances,  
gamification was part of blended or online leadership programs. These programs used digital tools like  
interactive dashboards and virtual environments, as noted by Liao and Chou (2022) and Kim and Park (2020).  
For example, Navarro and Santos (2023) observed that principal training programs in Southeast Asia included  
digital simulation games where participants managed school operations, allocated resources, and resolved  
conflicts. These tasks aligned with actual leadership skills. Similarly, De los Reyes and Bautista (2023) pointed  
out how gamified platforms for future school leaders in the Philippines boosted engagement by offering instant  
feedback, badges for milestones, and chances for reflection after each module.  
The studies also showed that gamification acted as a tool for reflection and collaboration. Flores and Santiago  
(2021) described how "serious games" encouraged discussion and self-assessment among instructional leaders.  
Chen and Huang (2022) highlighted the use of cooperative tasks where participants earned collective points to  
reach shared leadership objectives. These designs highlighted the social and collaborative aspects of  
leadership, helping to build communities of practice that resemble real organizational teamwork.  
The findings indicate that gamification has been used not just as a motivational tool but as a framework for  
teaching leadership. It organizes leadership learning around experiences, goals, and feedback-rich  
environments. By placing leadership training in interactive settings, gamified programs closely match  
constructivist and experiential learning theories, which highlight learning through action, reflection, and  
teamwork (Flores & Santiago, 2021; Martin & Clark, 2021).  
These applications have important effects on educational leadership development. First, gamified designs can  
turn traditional leadership training, which often depends on lectures or seminars, into practice-based learning  
environments that reflect real-world challenges. Second, they can help develop adaptive leadership, which is  
essential for managing the unpredictable and changing environments in 21st-century schools. Third, including  
gamification in professional development programs promotes data-informed decision-making, as the  
performance data from game systems can show evidence for personalized learning paths and tracking skills.  
However, the review also showed that while the use of gamification is growing, many programs are still short-  
term and exploratory. Long-term and large-scale implementations remain limited, which affects how broadly  
findings can be applied. Future leadership training programs should therefore include ongoing, iterative  
gamification frameworks and evaluate their long-term impacts on leadership effectiveness, retention, and  
school outcomes.  
RQ2: What evidence exists regarding the effectiveness of gamification in improving leadership skills,  
decision-making, and collaboration among school leaders?  
The studies reviewed consistently showed that gamification effectively improves leadership skills, decision-  
making abilities, and collaboration among school leaders. Quantitative results from experimental and quasi-  
experimental studies, such as those by Baran and AlZoubi (2021), Chen and Huang (2022), and Navarro and  
Santos (2023), indicated significant boosts in participants’ motivation, engagement, and leadership  
performance after gamified training. Participants felt more confident in solving problems, setting goals, and  
analyzing situations after taking part in game-based leadership simulations.  
Specifically, skills like communication, delegation, and ethical decision-making improved when leaders  
engaged in simulation games that reflected real administrative challenges, as noted by Kim and Park (2020)  
and Brown and Smith (2020). Decision-making became stronger through game mechanics that required  
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participants to prioritize resources, manage crises, and assess the impact of their choices within time limits.  
These results suggest that gamified learning environments foster cognitive flexibility and strategic thinking,  
which are essential for effective school leadership, according to Martin and Clark (2021).  
In terms of collaboration, several studies emphasized that cooperative gaming tasks promoted team-based  
problem-solving and reflective discussions among participants. For example, Chen and Huang (2022) noted  
that team-based leaderboards and collective rewards helped create a sense of shared responsibility and  
accountability. Participants also reported a stronger sense of social cohesion and empathy, which are crucial  
for maintaining collaborative school cultures.  
Qualitative findings from phenomenological and case study research, such as those by De los Reyes and  
Bautista (2023) and Basri and Ong (2023), supported the quantitative results. Participants described gamified  
experiences as motivating, transformative, and reflective. They noted that the interactive nature of the training  
increased their engagement and helped them grasp leadership concepts. Additionally, the feedback and reward  
systems built into gamified modules boosted self-efficacy and encouraged learning through failure and  
reflection.  
The evidence across these studies suggests that gamification effectively supports competency-based leadership  
development by connecting theory with hands-on practice. The combination of immediate feedback, gradual  
progress, and reflective chances matches the principles of experiential learning, as discussed by Kolb (1984),  
and aligns with transformational leadership frameworks that stress growth through feedback, engagement, and  
flexible thinking.  
Theoretically, these findings support the idea that gamified interventions can serve as catalysts for situated  
learning, allowing leaders to build knowledge through active involvement in real, context-specific challenges.  
The improvement in collaborative behaviors shows that gamification promotes distributed and participatory  
leadership, which is essential for encouraging innovation and trust across schools, according to Flores and  
Santiago (2021).  
Practically, these findings suggest that educational institutions can rethink professional development. They can  
move away from workshops focused on compliance and toward interactive, evidence-based leadership labs.  
Gamification creates training settings that are engaging, reflective, and adaptable, especially when combined  
with mentorship and feedback. Additionally, using performance analytics from gamified platforms can help  
shape leadership evaluation systems and pinpoint areas for ongoing improvement.  
However, while the evidence highlights significant advantages, some studies pointed out methodological  
limitations, like small sample sizes and short intervention periods. Few studies looked at the long-term  
retention of leadership skills or assessed how these skills apply in real school contexts. Therefore, future  
research should focus on longitudinal and experimental designs using standardized assessment tools to  
establish cause-and-effect relationships and monitor lasting changes in leadership practices.  
RQ3: What types of game mechanics or design elements are most often used in gamified leadership  
development initiatives?  
Across the fourteen studies reviewed, a clear pattern appeared in the types of game mechanics and design  
elements used to encourage leadership learning. The most common features included point systems, badges,  
leaderboards, levels, missions or challenges, progress tracking, and feedback loops (Baran & AlZoubi, 2021;  
Chen & Huang, 2022; Liao & Chou, 2022). These mechanics often worked alongside scenario-based  
simulations and role-playing activities that immersed participants in real-life administrative situations, such as  
managing faculty teams, resolving ethical issues, or allocating school resources (Brown & Smith, 2020;  
Navarro & Santos, 2023).  
Simulation games and virtual leadership environments stood out as the most effective tools for mimicking real-  
world leadership contexts (Kim & Park, 2020; Romero & Usart, 2020). Participants took part in digital  
simulations where they could make strategic decisions, receive immediate feedback, and see the results of their  
actions in a risk-free space. These engaging experiences significantly improved decision-making and reflective  
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judgment, as they encouraged learning through trial, error, and correction (Flores & Santiago, 2021).  
Several studies also pointed out the use of collaborative game mechanics, such as team-based challenges,  
cooperative quests, and collective scoring systems (Villanueva & Lopez, 2022; De los Reyes & Bautista,  
2023). These elements promoted social interaction and peer learning, which are essential for building  
leadership capacity. Additionally, some programs included adaptive learning mechanics. These adjusted the  
difficulty and tasks based on each participant's progress, ensuring a constant challenge and engagement (Basri  
& Ong, 2023).  
The gamification design frameworks used in these studies were mainly based on self-determination theory  
(Deci & Ryan, 2000) and flow theory (Csikszentmihalyi, 1990). These psychological concepts helped create  
experiences that balanced challenge and skill, supported autonomy, and fostered intrinsic motivation through  
meaningful rewards and feedback. Studies using these frameworks often reported higher participant  
engagement and satisfaction.  
The findings suggest that the success of gamified leadership programs closely relates to the thoughtful design  
of game mechanics aligned with clear learning goals. Points, badges, and leaderboards act as external  
motivators that encourage participation. In contrast, feedback loops and reflective tasks strengthen internal  
motivation and self-regulated learning. This mix of motivation type benefits adult learners, who appreciate  
both recognition and meaningful learning experiences (Martin & Clark, 2021).  
From a teaching perspective, the most effective designs combined narrative-driven and scenario-based  
challenges with feedback mechanisms. This approach created immersive, relevant experiences. Such designs  
enable leaders to practice strategic thinking, ethical reasoning, and teamwork, which are skills that are crucial  
for 21st-century educational leadership. Moreover, the use of adaptive mechanics highlights the importance of  
personalized learning in professional development, as game systems can adjust to individual performance  
levels and provide tailored learning paths.  
The implications for leadership training are significant. First, gamified systems allow for data-driven  
monitoring of participant progress, which can help inform both ongoing and final assessments of leadership  
skills. Second, they support continuous learning by integrating opportunities for reflection, feedback, and  
iteration into the learning experience. Finally, gamification promotes innovation in leadership teaching,  
challenging traditional methods that often focus too much on theory instead of practical application.  
Nevertheless, the review also revealed that not all game mechanics work equally well. Overemphasizing  
competitive elements, like leaderboards, can hurt collaboration and inclusivity if they are not balanced with  
cooperative or reflective tasks. Therefore, future design efforts should follow balanced, research-based  
frameworks that incorporate both motivational and teaching principles. This will ensure that game elements  
serve clear developmental purposes instead of simply being engagement tools.  
RQ4: What challenges, limitations, or barriers are noted in the literature about applying gamification to school  
leadership development?  
The reviewed studies identified several interconnected challenges and limitations that obstruct the effective  
integration of gamification into school leadership development. These challenges fall into three main areas:  
design and context fit, technology and resource issues, and research and evaluation limitations.  
One common concern across multiple studies was the inconsistent fit between game design and learning goals  
for leadership. While gamification was generally seen as engaging, some programs struggled to connect game  
mechanics to leadership skills meaningfully (Basri & Ong, 2023; Brown & Smith, 2020). For instance, using  
points, badges, or leaderboards superficially often increased participation but did not deepen understanding or  
encourage reflective practice. Navarro and Santos (2023) pointed out that gamification must be based on clear  
teaching frameworks; otherwise, it risks generating short-term motivation without promoting the critical  
thinking and ethical reasoning needed in school leaders. This misalignment highlights the need for teaching-  
focused design models that prioritize learning transfer and leadership behavior changes over entertainment  
value.  
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Another key barrier is technology infrastructure and access. Studies in developing educational settings, such as  
De los Reyes and Bautista (2023) in the Philippines, showed that limited access to reliable internet, devices,  
and digital skills among participants often restricted the full use of gamified platforms. These problems were  
worsened by time constraints and competing administrative duties, which made it challenging for school  
leaders to stay engaged. The lack of institutional support, both in terms of technical help and resource  
distribution, further hampered scalability. These findings emphasize the ongoing digital divide in professional  
development, where unequal access can reinforce current gaps in leadership growth opportunities.  
In addition to context and infrastructure issues, researchers pointed out methodological limitations that affected  
the strength of evidence on gamification’s impact. Most studies had small sample sizes, short intervention  
periods, and limited long-term tracking (Chen & Huang, 2022; Liao & Chou, 2022). The prevalence of  
exploratory or pilot designs made it hard to establish clear cause-and-effect relationships between gamified  
interventions and measurable leadership results. Furthermore, the lack of standardized tools to evaluate  
engagement, collaboration, or adaptive leadership limited comparability across studies. These methodological  
gaps highlight the need for thorough; mixed-method designs that blend quantitative performance measures  
with qualitative insights into behavior change.  
Cultural and motivational factors also emerged as subtle barriers. Some participants saw gamification as too  
“playful” or not in line with traditional professional learning expectations (Martin & Clark, 2021). Such views  
highlight the need for context-sensitive design, ensuring that gamified learning matches cultural norms and  
leadership identities while maintaining academic standards. Additionally, competitive elements like  
leaderboards sometimes caused anxiety or disengaged those who favored collaborative learning environments  
(Villanueva & Lopez, 2022). This reinforces the idea that gamification should be inclusive and adaptive,  
meeting the diverse motivational needs of adult learners.  
Overall, the reviewed studies suggest that while gamification has the potential to transform leadership  
development, its successful use requires addressing significant barriers related to teaching integrity,  
technological fairness, and research credibility. Future efforts should focus on creating gamified frameworks  
that respond to specific contexts, undergo empirical evaluation, and receive support from institutional policies  
to ensure sustainability. Tackling these challenges will not only improve the quality of gamified leadership  
programs but also strengthen their role in developing adaptive, collaborative, and innovative school leaders.  
RQ5: What best practices and recommendations can be identified for effectively incorporating gamification  
into school leadership training programs?  
The literature reviewed emphasizes that effectively incorporating gamification into school leadership  
development relies on strategic planning, intentional design, and ongoing institutional support. Studies  
consistently show that successful gamified programs do more than add game elements; they embed educational  
intent and leadership relevance in every part of their design and implementation.  
A key best practice identified across multiple studies is aligning game mechanics with leadership learning  
outcomes. Kim and Park (2020) and Liao and Chou (2022) noted that game elements like points, feedback  
loops, and scenarios should directly connect to targeted leadership skills, such as decision-making,  
communication, and problem-solving. Programs that utilized simulations and mission-based challenges related  
to real administrative situations led to deeper learning outcomes than those that depended on external rewards  
like badges or rankings. This alignment helps participants see gamification as a serious and reflective  
professional experience rather than just fun, reinforcing its academic value in leadership education.  
Another common recommendation is including collaborative and reflective components in gamified systems.  
Studies by Flores and Santiago (2021) and Villanueva and Lopez (2022) found that using cooperative  
missions, peer evaluations, and collective achievements encouraged shared responsibility and teamwork  
among school leaders. Reflection tasks after each game phase helped participants connect their experiences to  
theoretical leadership frameworks and real-world decision-making. This blend of social and cognitive  
processes mirrors adult learning principles, which state that leaders learn best through experience, dialogue,  
and reflection. Therefore, gamified programs should be designed as communities of practice, where interaction  
and mutual feedback are key to growth.  
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Technology integration also stood out as a crucial best practice, especially for developing scalable and data-  
informed learning environments. Studies by Navarro and Santos (2023) and Basri and Ong (2023) showed that  
digital platforms with analytics dashboards enabled facilitators to track performance and tailor feedback.  
Adaptive learning features, where challenges adapt to individual progress, kept participants engaged and  
avoided cognitive overload. However, the literature warns that technological innovation must go hand in hand  
with capacity building—training facilitators to use digital tools effectively and ensuring fair access to  
resources across educational settings (De los Reyes & Bautista, 2023). Without this support, even well-  
designed gamified programs might fail in implementation or experience unequal participation.  
The significance of sustainability and institutionalization also emerged as a central theme. Long-term use of  
gamification in leadership training requires policies that recognize gamified learning as a valid form of  
professional development. Martin and Clark (2021) stressed the importance of leadership institutions  
integrating gamification into existing training systems rather than viewing it as a temporary or experimental  
approach. Including gamification in professional development policies promotes continuous improvement,  
institutional commitment, and alignment with national leadership standards.  
Finally, several studies suggested using evidence-based design models and mixed-methods evaluation  
frameworks to ensure academic rigor and consistency. Using standardized measures of engagement,  
collaboration, and leadership competency allows researchers and practitioners to evaluate program  
effectiveness in a systematic way (Baran & AlZoubi, 2021; Chen & Huang, 2022). This methodological  
discipline boosts the credibility of gamified approaches and provides data for refining training modules over  
time.  
In summary, the best practices identified across the studies point to a comprehensive model of gamified  
leadership development, one that is grounded in pedagogy, supported by technology, and sustained by  
institutions. Effective programs start with clear learning goals, integrate social and reflective components, use  
technology for adaptability and feedback, and function within supportive organizational frameworks. For  
educational institutions and policymakers, this means that adopting gamification is not just about design but  
also about cultural change, creating a learning environment where innovation, collaboration, and ongoing  
improvement become hallmarks of leadership training in the 21st century.  
Predominant Research Topics  
Four key thematic clusters emerged from the reviewed studies: leadership skill development, professional  
growth and motivation, decision-making and collaboration, and digital competence and innovation. As shown  
in Figure 2, the majority of studies focused on leadership skill development (n=5) and professional growth  
(n=4), highlighting the potential of gamified models in fostering reflection and engagement among school  
leaders. Studies also examined gamification’s role in collaborative learning environments and its influence on  
data-driven decision-making, while some explored the integration of digital tools to enhance leadership  
innovation.  
These findings suggest that gamification serves not merely as an instructional strategy but as a leadership  
paradigm that aligns with 21st-century educational reforms emphasizing adaptive learning and participatory  
leadership.  
Research Methods Distribution  
As presented in Figure 3, the methodological distribution of the studies revealed a relatively balanced  
representation across quantitative (n=6), qualitative (n=5), and mixed-methods (n=3) approaches. Quantitative  
studies primarily utilized experimental and quasi-experimental designs to measure leadership performance,  
motivation, and engagement outcomes. Qualitative studies employed case studies and phenomenological  
analyses to explore participants’ experiences and perceptions of gamified leadership interventions. Mixed-  
methods studies integrated survey and interview data to provide comprehensive insights into both behavioral  
and attitudinal dimensions.  
This methodological diversity underscores the interdisciplinary nature of gamification research in leadership  
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contexts, bridging educational psychology, instructional design, and organizational behavior. It also reflects a  
shift toward evidence-informed leadership development, where data-driven strategies are increasingly used to  
refine professional learning programs for school administrators.  
Figure 2. Predominant Research Topics in Gamified Leadership Studies  
Figure 3. Distribution of Research Methods in Gamification and School Leadership Studies  
CONCLUSIONS AND RECOMMENDATIONS  
This systematic review examined fourteen studies on the use of gamification in school leadership training and  
professional development. The findings reveal that gamification serves as an innovative approach to enhance  
engagement, motivation, and decision making among educational leaders. Commonly employed game  
elements such as points, badges, leaderboards, and simulations were found to foster collaboration, reflective  
thinking, and problem-solving skills essential to effective leadership. These strategies align with experiential  
and adult learning theories, emphasizing the value of interactive and learner centered environments.  
Despite positive outcomes, several limitations were observed including small sample sizes, limited empirical  
validation, and short implementation periods. The effectiveness of gamification largely depends on thoughtful  
design, contextual adaptation, and technological accessibility. Nevertheless, the reviewed studies collectively  
support the potential of gamified learning to enrich leadership development through active participation and  
sustained engagement. problem-solving.  
Based on the findings, it is recommended that educational institutions integrate gamified modules into  
leadership development programs, prioritizing real world decision making and collaboration. Future research  
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should adopt longitudinal and experimental designs to assess long term effects and develop standardized  
evaluation frameworks. Additionally, facilitators should receive training on the pedagogical and technical  
aspects of gamification to ensure effective implementation. Policymakers are encouraged to include gamified  
approaches within professional development frameworks to promote innovative and adaptive leadership  
practices suited to 21st century education.  
REFERENCES  
1. Alsawaier, R. S. (2022). Gamification in educational leadership: A systematic review of engagement  
strategies for school leaders. Journal of Educational Management and Learning, 12(3), 145–162.  
https://doi.org/10.1080/edml.2022.003  
2. Baran, E., & AlZoubi, D. (2021). Game-based leadership development: Building competencies through  
serious games in education. International Journal of Educational Technology, 8(4), 67–81.  
3. Basri, H., & Ong, M. (2023). Applying game mechanics to enhance leadership skills among school  
administrators. Asia Pacific Journal of Education Research, 11(2), 98–112.  
4. Brown, C., & Smith, J. (2020). The use of simulation games in principal training: A meta-analysis.  
Educational Leadership Review, 18(1), 45–60.  
5. Chen, Y. L., & Huang, P. (2022). Gamified leadership workshops: Effects on motivation and collaboration  
in school settings. Educational Technology & Society, 25(3), 213–226.  
6. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.  
7. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-  
determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/ 10.1207/S1532  
7965PLI1104_01  
8. De los Reyes, M. A., & Bautista, K. M. (2023). Gamified professional development for aspiring school  
heads: An exploratory study in the Philippines. Philippine Journal of Educational Management, 15(1), 34–  
49.  
9. Flores, A. T., & Santiago, R. (2021). Enhancing instructional leadership through serious games: Insights  
from a pilot implementation. International Review of Research in Open and Distributed Learning, 22(5),  
122–139. https://doi.org/10.19173/irrodl.v22i5.5731  
10. Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (Eds.).  
(2022). Cochrane handbook for systematic reviews of interventions (2nd ed.). John Wiley & Sons.  
11. Kim, H. J., & Park, S. (2020). Gamification in educational administration: Developing leadership through  
play-based systems. Computers & Education, 150, 103845. https://doi.org/10.1016/j.compedu.2020.103845  
12. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.  
Englewood Cliffs, NJ: Prentice Hall.  
13. Liao, Y., & Chou, C. (2022). Designing game-based training for educational leaders: Lessons from higher  
education contexts. British Journal of Educational Technology, 53(5), 1270–1287. https://doi.org/ 10.1111/  
bjet.13199  
14. Martin, D., & Clark, S. (2021). Game thinking and leadership development: Bridging theory and practice.  
Educational Management Administration & Leadership, 49(6), 923–940. https://doi.org/10.1177/ 174114  
3220977264  
15. Navarro, P., & Santos, L. (2023). Integrating gamification in principal training programs: Evidence from  
Southeast Asia. Asia-Pacific Educational Review, 24(2), 215–230. https://doi.org/10.1007/s12564-022-  
09785-5  
16. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D.  
(2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372,  
n71. https://doi.org/10.1136/bmj.n71  
17. Romero, M., & Usart, M. (2020). Serious games for developing soft skills in educational leaders.  
Simulation & Gaming, 51(2), 212–230. https://doi.org/10.1177/1046878119897585  
18. Torres, E., & Evans, J. (2023). Gamified modules for educational leadership training: Insights from digital  
pedagogy. International Journal of Learning, Teaching and Educational Research, 22(4), 145–161.  
https://doi.org/10.26803/ijlter.22.4.9  
19. Villanueva, J. M., & Lopez, R. C. (2022). Gamifying leadership coaching for teachers: Evaluating  
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20. Wang, J., Zhang, L., & Chen, H. (2021). Applying Cochrane and Campbell review standards to education  
research. Educational Research Review, 33, 100386. https://doi.org/10.1016/j.edurev.2021.100386  
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effectiveness. Frontiers in Psychology, 12, 774559. https://doi.org/10.3389/fpsyg.2021.774559  
APPENDIX A  
1. Search Strategy for Gamification and School Leadership Systematic Review  
2. Search Concept  
3. Search String / Keywords  
5. "gamification" OR "game-based learning" OR "serious games" OR  
"educational games" OR "simulation learning" OR "digital game-based  
learning"  
4. Gamification and  
Game-Based Learning  
7. "school leadership" OR "educational leadership" OR "leadership  
development" OR "instructional leadership" OR "principal training" OR  
"school administration" OR "teacher leadership"  
6. Leadership and  
Educational  
Administration  
9. "professional development" OR "leadership training" OR "capacity  
building" OR "continuous professional learning" OR "school management  
programs"  
8. Professional  
Development and  
Training  
11. "school leaders" OR "principals" OR "aspiring school heads" OR  
"administrators" OR "educators"  
10.Educational Context  
and Participants  
13. "badges" OR "leaderboards" OR "points" OR "rewards" OR "levels" OR  
"simulation" OR "interactive learning" OR "game mechanics" OR  
"digital tools"  
12.Gamification Elements  
Databases Searched:  
1. ERIC (Education Resources Information Center)  
Example Syntax: ("gamification" OR "game-based learning" OR "serious games") AND ("school  
leadership" OR "educational leadership" OR "professional development")  
2. Google Scholar  
Example Syntax: gamification "school leadership" game-based learning "leadership development"  
3. IDESR (Integrated Digital Education and Research)  
Example Syntax: gamification AND "school leadership" OR "game-based" AND "leadership  
development"  
Sample Boolean Search Strings:  
For RQ1 (Application):  
("gamification" OR "game-based learning") AND ("school leadership" OR "educational leadership") AND  
("training" OR "professional development" OR "capacity building")  
For RQ2 (Effectiveness):  
("gamification" OR "serious games") AND ("leadership skills" OR "decision making" OR "collaboration")  
AND ("outcomes" OR "impact" OR "effectiveness")  
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For RQ3 (Design and Elements):  
("gamification elements" OR "game mechanics" OR "simulation") AND ("leadership" OR "educational  
leadership")  
For RQ4 (Challenges):  
("gamification" AND "barriers" OR "limitations" OR "implementation challenges") AND ("leadership  
development" OR "education")  
For RQ5 (Recommendations):  
("best practices" OR "guidelines" OR "strategies") AND ("gamification" OR "game-based learning")  
AND ("school leadership" OR "training programs")  
Turnitin Similarity Report  
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