Personalized Adaptive Gamification and Learning Styles in Digital and Mobile Learning Environments: A Systematic Review

Tomaylla-Quispe Y.; Gutierrez-Aguilar O.; Chicana-Huanca S.; Pérez-Postigo G. · International Journal of Interactive Mobile Technologies (2026) · DOI: 10.3991/ijim.v20i05.58407

Resumen

This study examines how personalized gamification relates to learning styles by identifying theoretical models, gamification approaches, and empirical evidence in education. A PRISMA-based systematic review was conducted across Scopus, Web of Science, and ScienceDirect, with an additional open-access screening phase. Thirty-four empirical studies from 2015–2025 were analyzed. The Felder-Silverman (FSLMS) model is the most frequently applied, followed by multiple intelligences (MI), Kolb, VARK, and cognitive-style frameworks. Gamification approaches include game-based learning, points–badges–leaderboards, customized and adaptive designs, hybrid structures, and technology-integrated systems, though some lack theoretical grounding. Experimental and quasi-experimental designs predominate, often relying on learning-style and perception questionnaires. Findings highlight five trends: personalized gamification increases motivation; learner profiles align with different game-element preferences; adaptive systems enhance attention and performance; learning styles influence satisfaction and engagement; and some cognitive profiles show neutral effects. Overall, evidence indicates a clear shift toward hybrid and adaptive personalized gamification supported by digital and mobile learning environments.

Instituciones: Universidad Nacional de San Agustín de Arequipa