Strategic Implementation of Gamification in Education: Enhancing Learner Engagement amid Curriculum Reforms in Uganda

Abstract

As education systems grapple with persistent challenges in learner motivation and active participation, gamification, the application of game-design elements in non-game contexts, has emerged as a promising pedagogical strategy. This paper critically examines the alignment between gamification and the Competency-Based Curriculum (CBC), with a focus on its potential to enhance learner engagement within Uganda’s educational context. Drawing on a comprehensive review of existing literature, the study synthesized current findings to construct a coherent framework for strategic gamification implementation. The results from secondary data indicate that gamification can be effectively integrated into Ugandan schools to support ongoing curriculum reforms. Gamified learning fosters active participation and the acquisition of practical skills, aligning well with the CBC’s emphasis on learner-centred and competency-driven education. Moreover, gamification has been found to significantly foster learner motivation, engagement, and academic performance. Though recognised as a complex process, several strategies for integrating gamification into curriculum delivery and teacher development have been identified. However, contextual barriers such as limited infrastructure, overcrowded classrooms, and inadequate teacher preparation hinder the effective adoption of gamification in education.  The study identifies three key educational theories, Constructivist Learning Theory, the Diffusion of Innovation Theory, and the Self-Determination Theory, as foundational to the pedagogical and strategic integration of gamification. Nonetheless, addressing contextual challenges is essential to translating theoretical potential into practice. The study recommends the adoption of low-tech gamification approaches, inclusive frameworks, increased funding, and targeted teacher training as critical enablers of success. Future research should explore the long-term impact and scalability of gamification as Uganda’s education system continues to evolve