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Games technologies have been used within education for many years to improve retention, engagement and motivation (Kirriemuir, 2002; Annetta, 2008; dos Santos et al., 2019; Chen et al., 2019). The whole concept of applying games and gaming technologies can have a dynamic effect on how one individual can interact with others. Advanced technologies from mobiles to tablets have enabled an abundance of learning tools and interactive games to be implemented to assist with innovative learning and teaching. As suggested by Bartel and Hagel (2014) and Al-Emran, Elsherif and Shaalan (2016), Mobile Learning (ML) has the potential to offer a plethora of features that is engaging and rewarding no matter the time and location. Thus, sharing interconnected knowledge, technology innovation and development (Hsueh and Lin, 2018). Through applying mechanisms that are enriching and joyful, the learning experience can be rewarding and engaging. One approach that can harness the full potential of ML and its ever-changing dynamics is that belonging to gamification. Fitz-Walter, Tjondronegoro and Wyeth (2012) indicate, “the term gamification describes the addition of game elements to non-game contexts as a means to motivate and engage users”, through the use of intrinsic and extrinsic rewards, to encourage individuals to a have a more tailored learner-centric experience (Costello, 2018; Costello and Lambert, 2019). Concepts such as applying badges, points, achievements and support mechanisms to assist the individuals within their learning experiences help to shape and scaffold their learning (Perry, 2015; Costello, 2018).
Gamification thrives on the desire for an individual to achieve as long as it appeals to their sense of excitement, motivation and enjoyment. Through building upon these three aspects the educator can engage the learners in a variety of tasks that uses gaming technologies to aid in social interaction. ML within gamification would provide a learning environment that is fun, entertaining and intellectually stimulating. Innovated approaches associated with ML and gamification lean towards individuals being nurtured within a community, while seeking to be masters within their own disciplinary area. Mobile Learning could provide suitable solutions for individuals to harness multiple ways of encouraging collaboration and sharing ideas between others is using tools like Mobile Learning (Al-Emran et al., 2016). Individuals can seek out others who have completed tasks by looking at their achievements, badges, or leader board rankings and asking them for guidance. This self-guidance approach of seeking others through seeking help, can assist individuals to empower themselves to change their own behaviour (Muntean, 2011; Xu, 2011; Kumar, 2013; McKeown et al., 2016; Bennett et al. 2017; Nuutinen et al., 2017; Jin, 2017). Through this empowerment, individuals can be challenged via their behaviour using Intrinsic and Extrinsic approaches. By using the approaches mentioned above the learner can be motivated through supporting their behaviour; by offering rewards, badges, or even points (Extrinsic) or by creating meaningful goals for which the user can aim to achieve at a suitable level before progressing to the next level (Intrinsic). These approaches will provide an educational support network to reinforce the learner’s behaviour and encourage self-acceptance when problem solving to enable them to gain the necessary skills required becoming master of their desired skills.