Gamification as an Effective Strategy for Improving Primary School Students' Social Skills

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In the educational context, social skills are crucial competencies that support both academic and emotional development. However, many schools still use traditional teaching methods that focus on cognitive aspects and do not provide enough space for meaningful social interactions. This study aims to fill this gap by testing whether gamification can enhance students’ social skills compared to conventional teaching methods. Methods The sample consisted of 30 primary school students from SDN Palumbonsari II, Indonesia and data were collected using a closed questionnaire consisting of 24 items that measure various aspects of social skills. Using an experimental design with pretest and posttest methods. Result The results show that gamification significantly improved students’ social skills scores. Statistical analysis, including descriptive statistics and a paired t-test, showed a significant increase in social skills scores from 65.50 (SD = 2.675) in the pretest to 81.80 (SD = 3.863) in the posttest. The t-test showed a t-value of -28.514 with a p-value of 0.000 (p < 0.05), indicating a significant difference between the pretest and posttest scores. Conclusions These findings demonstrate that gamification creates a more interactive and enjoyable learning environment, enhances student motivation, and improves their social skills. These results are expected to serve as a foundation for developing curricula and teaching practices that support the social and emotional development of students. 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F1000Research 2026, 15 :283 ( https://doi.org/10.12688/f1000research.171603.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] Yayan Alpian https://orcid.org/0000-0003-0599-2064 1 , Sri Wulan Anggraeni 1 , Yogi Nugraha https://orcid.org/0000-0001-8314-3987 1 , Baenil Huda 2 , Mahpudin . 3 Yayan Alpian https://orcid.org/0000-0003-0599-2064 1 , Sri Wulan Anggraeni 1 , [...] Yogi Nugraha https://orcid.org/0000-0001-8314-3987 1 , Baenil Huda 2 , Mahpudin . 3 PUBLISHED 17 Feb 2026 Author details Author details 1 Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 2 Faculty of Computer Science, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 3 Department of Elementary School Teacher Education, Majalengka University, West Java, Indonesia Yayan Alpian Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Sri Wulan Anggraeni Roles: Data Curation, Formal Analysis, Methodology, Validation Yogi Nugraha Roles: Supervision, Validation, Writing – Original Draft Preparation Baenil Huda Roles: Software, Validation, Visualization, Writing – Review & Editing Mahpudin . Roles: Data Curation, Validation, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Research Synergy Foundation gateway. Abstract Background This study examines the effectiveness of gamification in improving the social skills of primary school students. In the educational context, social skills are crucial competencies that support both academic and emotional development. However, many schools still use traditional teaching methods that focus on cognitive aspects and do not provide enough space for meaningful social interactions. This study aims to fill this gap by testing whether gamification can enhance students’ social skills compared to conventional teaching methods. Methods The sample consisted of 30 primary school students from SDN Palumbonsari II, Indonesia and data were collected using a closed questionnaire consisting of 24 items that measure various aspects of social skills. Using an experimental design with pretest and posttest methods. Result The results show that gamification significantly improved students’ social skills scores. Statistical analysis, including descriptive statistics and a paired t-test, showed a significant increase in social skills scores from 65.50 (SD = 2.675) in the pretest to 81.80 (SD = 3.863) in the posttest. The t-test showed a t-value of -28.514 with a p-value of 0.000 (p < 0.05), indicating a significant difference between the pretest and posttest scores. Conclusions These findings demonstrate that gamification creates a more interactive and enjoyable learning environment, enhances student motivation, and improves their social skills. These results are expected to serve as a foundation for developing curricula and teaching practices that support the social and emotional development of students. READ ALL READ LESS Keywords Gamification, Social Skills, Primary School, Motivation, Social and Emotional Development Corresponding Author(s) Yayan Alpian ( [email protected] ) Close Corresponding author: Yayan Alpian Competing interests: No competing interests were disclosed. Grant information: This research is supported by the Directorate of Research and Community Service, Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, with the Higher Education Service Institution Region IV and the Research and Community Service Institute of Buana Perjuangan University, Karawang. Agreement/Contract Number: 0419/C3/DT.05.00/2025, dated May 22, 2025; 125/C3/DT.05.00/PL/2025, dated May 28, 2025. The research grant leader is Yayan Alpian. The funder had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Alpian Y et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Alpian Y, Anggraeni SW, Nugraha Y et al. Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.12688/f1000research.171603.1 ) First published: 17 Feb 2026, 15 :283 ( https://doi.org/10.12688/f1000research.171603.1 ) Latest published: 06 Apr 2026, 15 :283 ( https://doi.org/10.12688/f1000research.171603.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction Social skills are an important aspect of child development, especially during primary school. At this stage, children begin to develop the ability to interact with peers and the wider social environment. Developing social skills in elementary school is crucial because it lays the foundation for future interpersonal interactions and academic success. Bigelow et al., (2025) explains that early childhood is a critical period for the development of social and emotional skills, which lay the foundation for lifelong success in relationships, communication, and problem-solving. Social skills include the ability to communicate effectively, work together in groups, show empathy, and manage conflict constructively ( Denham et al., 2006 ; Klimecki, 2019 ; Rice-Bailey & Chong, 2023 ). These skills play a role not only in academic success, but also in character building and preparing children to face the challenges of social life in the future ( Alzahrani et al., 2019 ; Guo et al., 2021 ; Wentzel, 1991 ). However, various studies show a gap between the need for social skills development and the learning practices implemented in primary schools. Many schools still use traditional learning methods that focus on cognitive aspects and do not provide enough space for the development of meaningful social interactions ( D’souza & Kumari, 2018 ; Rubtsov & Ulanovskaya, 2020 ). In practice, this gap is evident in classrooms with minimal social activities, and student interactions are often limited to formal teacher-student exchanges, rather than collaborative group work. This gap is particularly evident in the dominance of lecture-based learning, where students rarely engage in peer discussions or group activities that foster social skill development. This hinders the optimal development of students’ social skills, which can ultimately negatively impact their ability to adapt and collaborate in social environments. In addition, technological developments and changes in social interaction patterns in the digital age demand a more innovative approach to learning that is relevant to the needs of the times. Children today are more familiar with digital media and interactive games, so learning approaches that integrate these elements have the potential to increase their motivation and engagement in the learning process ( Fadda et al., 2022 ; Nadeem et al., 2023 ; Safitri et al., 2022 ). However, the application of technology in education must be carefully designed so that it is not merely entertainment, but also supports learning objectives, including the development of social skills. Gamification, defined as the application of game elements in non-game contexts ( Deterding et al., 2011 ), has emerged as one of the most promising innovative approaches in education. By integrating game mechanisms such as challenges, rewards, and social interaction, gamification can create a more engaging learning environment and motivate students to actively participate ( Bouchrika et al., 2021 ; Campillo-Ferrer et al., 2020 ; Hellín et al., 2023 ). This approach not only enhances cognitive aspects but also has the potential to develop social skills through structured collaborative and competitive activities. If the issue of insufficient social skill development is left unaddressed, students may struggle to adapt in future academic and professional environments, where teamwork and interpersonal communication are crucial. Gamification, with its interactive and collaborative nature, is well-suited to address this gap by fostering peer interaction, enhancing empathy, and promoting cooperative problem-solving in a way that traditional methods do not. This is evidenced by several research results such as research by ( Fonseca et al., 2023 ) showing that gamification and cooperative learning can strengthen social and academic skills by creating a participatory space that supports discussions and group work. Additionally, ( Maraza-Quispe et al., 2024 ) found that the use of gamification platforms such as Classcraft improves collaborative work and team management skills. Research by Nguyen et al., (2025) also confirms that the integration of social-emotional practices in gamification improves communication and collaboration tendencies among students. These results provide evidence that gamification not only encourages engagement in learning, but also significantly improves social skills that are important for students’ overall development. Several studies have shown that gamification can increase learning motivation and student engagement at various levels of ( García-López et al., 2023 ; Grab, 2025 ; Singh, 2025 ). However, research specifically examining the effect of gamification on the development of social skills in primary school students is still relatively limited. Most studies have focused more on academic aspects or learning motivation, so there is still a gap that needs to be filled regarding the effectiveness of gamification in the context of children’s social-emotional development. Furthermore, Indonesia’s cultural context and education system have their own characteristics that influence how students interact and learn. For example, Indonesia’s learning culture still relies on rote learning and a teacher-centered approach in schools, which often limits opportunities for collaborative activities that foster social skill development, as evidenced by persistent low performance in international assessments and inconsistent curriculum implementation. In a 2024 empirical study of 1,020 secondary school students in 74 schools in Greater Bandung, traditional rote learning methods were found to dominate despite the 2013 curriculum promoting student-centered learning, resulting in limited exposure to project-based activities that encourage teamwork and critical thinking ( Suryadi & Nugraha, 2025 ). This is reflected in Indonesia’s poor results in PISA 2022, with a score of 369 the lowest since 2000, well below the OECD average ( Sidik & Intan, 2025 ). These low scores indicate challenges in problem-solving skills and social interaction, which are deficiencies in the development of social skills such as teamwork and empathy. If not addressed, this gap could result in students struggling to adapt to the collaborative and communicative demands of modern society, potentially limiting their success in both academic and professional environments ( Jordan & Métais, 1997 ). Therefore, it is crucial to conduct contextual research that is relevant to local conditions, ensuring that the results can be effectively applied in primary schools in Indonesia. This study is crucial because it aims to explore how gamification, with its emphasis on collaboration, engagement, and interactive learning, can address unique challenges in the Indonesian education system—particularly the dominance of rote learning and teacher-centered pedagogy that limits the development of social skills. While not all schools in Indonesia face the same conditions (for example, urban private schools or those fully implementing the Independent Curriculum may incorporate more student-centered methods), the majority of public schools, particularly in rural areas and those with limited resources at the elementary and secondary levels, still prioritize rote learning and passive learning over collaborative activities. This problem is exacerbated in contexts such as the uneven rollout of the 2013 Curriculum and its successor, the Merdeka Curriculum, where resource constraints and inadequate teacher training hampered the shift to project-based learning, leading to persistent low performance in collaborative competencies as seen in Indonesia’s PISA 2022 results (e.g., only 18% of students achieved basic proficiency in mathematics, reflecting limited exposure to interactive problem-solving) ( Sidik & Intan, 2025 ; Suryadi & Nugraha, 2025 ). By focusing on elementary school students in a traditional classroom setting, this research offers targeted insights into how gamification can bridge this gap, fostering social skills such as teamwork and communication in the resource-limited environments common to many public schools in Indonesia. While similar challenges may be found in other countries with traditional educational models, Indonesia’s distinctive social and cultural dynamics, including the limited application of innovative teaching methods, make contextual research even more essential. This study attempts to fill this gap by empirically testing the effectiveness of gamification in improving the social skills of primary school students in the Indonesian educational environment. The main objective of this study is to determine whether the application of gamification in learning can significantly improve the social skills of primary school students compared to conventional learning methods. In addition, this study also aims to explore how gamification affects students’ communication, cooperation, and empathy during the learning process. It is hoped that the results of this research will make a practical contribution for teachers and curriculum developers in designing learning that is balanced between academic aspects and social-emotional development of students, especially in public schools based on the Independent Curriculum with limited resources and a lack of collaborative activities. Theoretically, this study enriches the understanding of gamification through the innovative integration of Self-Determination Theory (SDT) ( Deci & Ryan, 2012 ) and Social Learning Theory (SLT) ( Bandura, 1986 ) adapted by ( Krcmar, 2019 ), went beyond previous studies that were limited to cognitive motivation and individual achievement (e.g., isolated rewards). Different from the old applications, SDT for personal autonomy/competence and SLT for basic observation, this study emphasizes the social-emotional dimension via gamification collaborative features (such as team quests and peer feedback), to improve relatability (SDT) and reciprocal modeling (SLT), to overcome gaps in emotion regulation and empathy in teacher-centered classrooms. The synergy of the two theories complements each other: SDT provides a foundation for intrinsic motivation (student autonomy in gamification roles), SLT adds group dynamics (prosocial imitation in multiplayer simulations), so that they collectively achieve research objectives. The promotion of holistic competencies such as self-management, assertive behaviour, relationships with peers, compliance with rules, and academic ability that are integrated with social skills in the Indonesian elementary class. Thus, gamification becomes an effective alternative learning strategy in the digital age, bridging theory with equitable education reform. Methods Research design The research method used in this research is a quantitative approach with an experimental model. A quantitative approach is chosen to research a particular population or sample, where data is collected using previously prepared research instruments. The purpose of using this method is to test a previously determined hypothesis: to determine the effect of the gamification method on the social skills of class V students at SDN Palumbosari II. In the research experiment, the independent variable (gamification method) is tested against the engagement variable (social skills) to determine the extent to which the gamification method can have an influence. The pretest was administered on August 6, 2025, before the intervention began, and the posttest was administered on September 10, 2025. This design allows for observation of changes in social skills in the same group of students after the game-based learning experience. The research design for the one-sample test technique, involving a pretest and a posttest, is shown in Figure 1 . Figure 1. One-sample test pretest and posttest experimental design. With the following explanation. O 1 : before treatment. O 2 : after the treatment was administered. X: treatment. In general, this gamification application is designed for mobile devices (iOS and Android) using Unity as a game development platform. This app allows students to access and play games interactively and fun on their phones. On the app’s main page, there are five sections, each representing the social skills indicators developed by Bremer & Smith, (2004) and ( Gresham et al., 2001 ). Students can choose the part of the game they want to play, according to the indicators they want to develop. This main view gives students the freedom to choose an area that suits their learning objectives, as shown in the images in this app. Peer relational skills indicator In this section students are given the opportunity to interact with various characters in social scenarios (e.g., choosing a character to speak to in a social event). Polite and appreciative conversation choices will lead to positive interactions. As a consequence in this part of the game, if students choose a polite response, they will get points or stars (rewards). If they choose a rude response, they will lose points. Consequences like these help assess whether students are able to make a good first impression. Influence on pre- and post-test: Students who are initially less polite will show improvement after practicing choosing better responses. Self-management skills indicator In this part of the game, students are faced with challenging tasks (such as preparing for an exam or completing an assignment) in a stressful situation. As a consequence of this part of the game, if students choose to manage stress well (for example, take a deep breath or take a break), they earn points. If they work non-stop until the stress gets higher, they will lose points. These consequences help evaluate students’ ability to manage stress and time. By looking at the pre- and post-test results, we can see if students improve their self-management skills after this gamification exercise. Collaboration skills indicator In this part of the game, students will work in groups to complete the project. They must choose a role (e.g., writing, drawing, or research) and collaborate to complete tasks. As a consequence of this section, if students collaborate well and complete assignments on time, they earn additional points. If they don’t contribute or choose not to help, they’ll lose points. This consequence assesses how well students can work together. The consequences lead students to think about their contributions in the team. The influence on the pre- and post-test will be seen in the improvement of students’ collaboration skills. Following the rules indicator In this section, students are given several situations in which they must comply with the rules (e.g., in a classroom, canteen, or playground) and choose the appropriate action. The consequence of this part of the game is that if students follow the rules, they get points. If they ignore the rules, they will lose points. Any rule violation leads to immediate consequences (e.g., the character looks anxious or angry). This consequence can evaluate whether students understand the importance of following the rules. Pre- and post-test results can show an improvement in students’ attitudes towards compliance with the rules. Assertion skills indicator In this section, students are asked to express their opinions in the debate and defend their views in a constructive way. The consequence in this section, if they express their opinion politely and constructively, they get points. If they are aggressive or passive, they lose points. This assessment measures students’ ability to argue in an effective and polite way. Pre- and post-tests can show improved communication skills and students’ courage to express opinions. Population and sample The study population consisted of all students at SDN Palumbonsari II Elementary School in Karawang Regency. The study sample consisted of 30 fifth-grade students, purposively selected based on their availability and willingness to participate in the gamified learning program. The selection of fifth-grade students was justified because this developmental stage is crucial for the refinement of social skills, as children begin to engage in more complex peer interactions and group dynamics, making them an ideal group to observe the impact of social skills interventions ( Zhao et al., 2021 ). The characteristics of participating students were generally homogeneous in terms of age (typically 10-11 years old) and academic level in fifth grade. The main view of the social skills gamification interface allows the player to select different sections for gameplay, such as Interpersonal Skills, Self-Management Skills, Collaboration Skills, Rule Compliance Skills, and Opinion Expression Skills ( Figure 2 ). Figure 2. The main view of social skills gamification. Player can select the game menu on the main page (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). Figure 3 shows the interpersonal skills section of the game, where players choose from various characters at a social event to create a positive first impression. Options include ‘Friend,’ ‘Teacher,’ ‘Friend’s Parent,’ and ‘New Friend’ ( Figure 3 ). Figure 3. Peer relational skills section. Interpersonal skills section. Players choose from various characters at a social event (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). The self-management skills section of the game, shown in Figure 4 , involves players helping characters manage stress and stay calm while preparing for an exam. Players are tasked with completing necessary steps before the exam, such as reading the material, taking notes, and formulating conclusions ( Figure 4 ). Figure 4. Self-management skills section. In this section, players can manage stress and stay calm to successfully complete the exam (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). In Figure 5 , the collaboration skills section of the game is shown. In this level, players work together with their team to complete a project within a limited time. The tasks include answering quizzes, arranging words, and arranging pictures as part of the project on Indonesia’s cultural diversity ( Figure 5 ). Figure 5. Collaboration skills section. Collaboration skills section. Players must help their team work together to complete the project within a limited time (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). In Figure 6 , the ‘Following the Rules’ section is displayed, where players must adhere to the rules in various locations such as the classroom, cafeteria, library, playground, and school restroom. Players are challenged to comply with regulations in each of these environments ( Figure 6 ). Figure 6. Following the rules section. Players must adhere to rules in a highly structured environment (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). Figure 7 shows the opinion-expressing skill section. Players participate in debates or discussions where they must express their opinions confidently while respecting the opinions of others. In this scenario, players discuss whether schools should have longer recess periods ( Figure 7 ). Figure 7. Assertion skills section. The opinion-expressing skill section. Players must participate in debates or discussions (This visualization is based on the dataset available at https://doi.org/10.6084/m9.figshare.30665678 ). Informed consent for participation was obtained from the parents or guardians of the students prior to their involvement in the study. This consent was provided in written form, as it is a standard ethical practice to ensure clear documentation and understanding of the research procedures, risks, and benefits, particularly when involving minors. The consent process included providing parents with detailed information about the study objectives, data collection methods, and their right to withdraw participation at any time without penalty. The sample size used in this study was 30 students. This number was determined based on established standards and practices in similar educational intervention studies focusing on social skills development in elementary school students using a single-group pretest-posttest design. The determination of the participant number in this study is further justified by reference to prior research. For instance, several comparable studies, such as ( Marsuna et al., 2024 ; Tshering et al., 2024 ; Yanto et al., 2022 ), involved fewer than 30 participants yet were effective in examining educational interventions. These findings illustrate that the appropriateness of sample size may vary depending on the research context. Data collection The research instrument used a social skills questionnaire consisting of 24 items. Originally the instrument had 35 grains, but the number was revised through several stages to increase its effectiveness. The revision process begins with expert judgment, where the instruments that have been prepared are examined by experts, including psychologists, to ensure that each question item is in accordance with the purpose of measuring students’ social skills. Based on input from experts, there are several items that are considered less relevant or do not reflect the indicators in question, so revisions were made to improve the clarity and focus of measurement. This instrument was developed by adapting the items of the existing social skills assessment tool, in particular those referring to the indicators identified in the study ( Bremer & Smith, 2004 ; Gresham et al., 2001 ), which are in accordance with the five social skills indicators tested in this study, namely Self-management, Assertive behavior, Relationships with peers, Compliance with rules, and Academic ability. After the expert judgment stage, the instrument was tested on 67 grade V students of Pebayuran District State Elementary School using a simple random sampling technique. The trial data of this instrument was carried out on 67 students as part of the initial development and revision process of the instrument. At this stage, an instrument consisting of 35 questions was tested to identify whether the question items were effective in measuring students’ social skills. Based on the results of the trial on 67 students, items that are considered less relevant or do not reflect the measured indicators are eliminated, resulting in a more efficient, relevant, and still maintaining their validity and reliability. After the trial and revision, the instrument consisting of 24 questions was then distributed to 30 students who were not included in the initial trial sample. The selection of 30 students for this follow-up trial was based on the consideration that the number was representative enough to test the effectiveness of the revised instrument, without affecting the validity and reliability that had been proven in the initial trial with 67 students. This process ensures that the instruments used in the main research are ready and reliable in measures of students’ social skills. The results of this trial show that some items are still ineffective so that they are eliminated to make the instrument more efficient and relevant without reducing the validity and reliability of the measurements. After testing and revision, the instrument consisting of these 24 questions still showed good reliability results with an Alpha Cronbach coefficient of 0.767. The number of 67 students involved in this trial is quite adequate for the preliminary trial process, considering that in psychometric research, the recommended minimum sample size is around 30 respondents, so this number can provide representative and consistent results to test the validity and reliability of the instrument. Informed consent for participation in the pilot testing was also obtained from the parents or guardians of the 67 students involved in the initial trial, in written form, to ensure ethical compliance and clear understanding of the process. The questionnaire was administered in a paper-and-pencil format within the students’ regular classroom setting. During both the pretest and posttest phases, the primary researcher was present to provide clear instructions, answer any questions, and ensure a conducive testing environment. Students were given ample time to complete the questionnaire independently. Confidentiality was maintained, and students were assured that their responses would only be used for research purposes. The same administration protocol was strictly followed for both the pretest and posttest to ensure consistency and minimize potential biases. The questionnaire uses a Likert-scale to assess students’ responses, ranging from 1 to 5: for negative items, 5 = Always, 4 = Often, 3 = Sometimes, 2 = Rarely, 1 = Never; and for positive items, 1 = Always, 2 = Often, 3 = Sometimes, 4 = Rarely, 5 = Never. The social skills instrument grid is as follows. Data analysis techniques The normality test aims to determine whether the data obtained follows a normal distribution or not, which is calculated using the Shapiro-Wilk test. This test is particularly recommended for smaller sample sizes (n < 50) and assesses normality by comparing the observed data distribution to a theoretically normal distribution. The benchmark for normality is typically a significance value (p-value) greater than 0.05, indicating that the null hypothesis of normal distribution cannot be rejected ( Shapiro & Wilk, 1965 ). Meanwhile, the homogeneity test is used to determine whether the two sample groups come from the same or different populations, which is done using the Levene test. After these stages, a hypothesis test is carried out to test the significance of the difference between the pretest and posttest. The t-test is used to test whether there is a significant difference, with a formula that refers to the One Group Pretest and Posttest Design research design. This t-test formula calculates the t-value based on the difference between the pretest and posttest means, the deviation of each subject, and the sum of the squares of the deviations to determine whether the treatment given has a significant effect on the variable being tested. Ethical clearance The Institute for Research and Community Service of Universitas Buana Perjuangan Karawang approved this research with Certificate Number 071/LPPM/UBP/2025 on September 26, 2025. The researcher also provided informed consent to all respondents. Written consent to participate was obtained from respondents in accordance with document 400.3.5/112/SD/2025 on August 12, 2025. Respondents gave their consent without coercion from anyone. Furthermore, to protect the rights and privacy of respondents, all forms of data obtained will be kept confidential. Results With reference to the detailed results for each student obtained from ( Alpian et al., 2025a , 2025b ) Table 2 presents the data processing results of this study. The research results are written to determine the results of the questionnaire on the social skills of Grade V students at SDN Palumbonsari II in the 2025/2026 academic year, which includes statistical analysis, normality tests, homogeneity tests, and hypothesis tests. The following are the results of descriptive statistical calculations. In Table 1 , the student social skills instrument is presented after trial. The table outlines the various indicators of social skills, including self-management, assertive behavior, relationships with peers, compliance with rules, and academic ability, along with corresponding statement items and Likert scale ratings ( Table 1 ) ( https://doi.org/10.6084/m9.figshare.30665792 ). Table 1. Student social skills instrument after trial. No. Indicator Statement items (+) Statement items (-) Likert scale 1 Self-management 1. I completed the assignment without needing to be reminded by the teacher or parents. 2. I stayed focused while studying despite distractions. 3. I was able to manage the time between studying, playing, and resting. 4. I postpone the homework until it is close to the deadline to be collected. 5. I find it difficult to control myself when I feel angry or disappointed. 1-5 2 Assertive behaviour 6. I can express my opinion politely without hurting other people's feelings. 7. I asked for help in a polite way. 1-5 3 Relationships with peers 8. I get along easily and have a lot of friends. 9. I work with friends on group assignments. 10. I care about and help friends who are going through difficulties. 11. I got into a fight with a friend at school. 12. I like to make fun of friends without paying attention to their feelings. 1-5 4 Compliance with rules 13. I obey the rules at school. 14. I do assignments and homework according to instructions. 15. I came to school on time. 16. I respect teachers and school staff in their daily interactions. 17. I broke the rules at school. 18. I ignored the teacher's instructions while learning. 19. I chatted while the teacher was explaining. 1-5 5 Academic ability 20. I have a high motivation to learn. 21. I asked the teacher if I didn't understand the lesson. 22. I did my schoolwork well and on time. 23. I am confident when facing exams. 24. I didn't finish my schoolwork. 1-5 Based on the descriptive analysis shown in Table 2 , the average social skills score of students on the pretest was 65.50 with a standard deviation of 2.675, a minimum score of 60, and a maximum score of 71. Meanwhile, on the posttest, the average score increased to 81.80 with a standard deviation of 3.863, a minimum score of 73, and a maximum score of 89. The range of scores on the post-test (16) was greater than that on the pre-test (11), indicating a significant increase in scores. Table 2. Descriptive statistics. Descriptive statistics N Range Minimum Maximum Mean Std. Deviation Variance Pretest 30 11 60 71 65.50 2.675 7.155 Postest 30 16 73 89 81.80 3.863 14.924 Valid N (listwise) 30 In the normality testing of data conducted on 30 fifth-grade students at SDN Palumbonsari II, the normality test was carried out to determine whether the data obtained through the pretest and posttest were normally distributed or not. Using the Shapiro Wilk test with a significance level of > 0.05, the data were declared normal. The following are the results of the pretest and posttest normality tests. Based on the results of the normality test using Shapiro-Wilk shown in Table 3 , it can be seen that the pretest (p = 0.273) and posttest (p = 0.177) data are normally distributed because the significance value is greater than 0.05. This indicates that the normality assumption is fulfilled. Table 3. Normality test. Tests of Normality Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig. Statistic df Sig. Pretest .174 30 .021 .958 30 .273 Postest .189 30 .008 .951 30 .177 a Lilliefors Significance Correction. Furthermore, to determine whether the pretest and posttest values have the same homogeneous data or not, the data homogeneity test uses the Levene Test using SPSS. Based on the results of the Levene Test for variance homogeneity shown in Table 4 , the significance value is 0.055, which is greater than 0.05, so it can be concluded that the variances of the two groups are homogeneous. Table 4. Test of homogeneity. Test of homogeneity of variances Levene statistic df1 df2 Sig. Variabel Based on Mean 3.847 1 58 .055 Based on Median 2.282 1 58 .136 Based on Median and with adjusted df 2.282 1 49.622 .137 Based on trimmed mean 3.648 1 58 .061 After calculating the normality and homogeneity tests, if the data is confirmed to be normally distributed and homogeneous, the next step is to conduct a hypothesis test or t-test to determine whether there is an effect between variable X and variable Y. After conducting a hypothesis test using the t-test formula with a One Group Sample Pretest and Posttest design, the following results were obtained: Based on the results of the paired samples t-test in Table 5 , there is a significant difference between the pretest and posttest scores with a t-value of -28.514, df = 29, and p = 0.000 (p < 0.05). The average score difference of -16.300 with a standard deviation of 3.131 indicates an increase in social skills scores after the gamification treatment. Table 5. Hypothesis test. Paired samples test Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Pair 1 Pretest - Postest -16.300 3.131 .572 -17.469 -15.131 -28.514 29 .000 Discussion The results of the paired t-test showed a very significant difference between students’ social skills scores before and after the implementation of gamification, with a t-value of -28.514 and p = 0.000 (p < 0.05). These findings indicate that gamification has a significant positive effect on improving the social skills of primary school students. Thus, it can be concluded that gamification intervention is effective in improving students’ social skills. This significant improvement in social skills scores shows that gamification can facilitate a learning process that focuses not only on cognitive aspects, but also on students’ social and emotional aspects. This is important considering that social skills are competencies that are highly needed in daily life and child development. Gamification is the application of game elements in a non-game context with the aim of increasing participant motivation and engagement ( Deterding et al., 2011 ). In the context of education, gamification creates a more engaging and interactive learning environment, encouraging students to participate actively in the learning process. This pleasant atmosphere can reduce anxiety and increase students’ confidence in social interactions. According to Vygotsky’s social learning theory (1978), social interaction is a fundamental aspect of children’s cognitive and social skills development ( Khosravizadeh, 2023 ; Malik et al., 2025 ; Weiner et al., 2003 ). Through interaction with peers and teachers, students learn to develop communication, empathy, and cooperation skills. Gamification provides a platform that facilitates such interaction in a more enjoyable and structured manner, making the learning process more effective. In addition, the Self-Determination Theory from Deci & Ryan, (2012) explains that intrinsic motivation will increase when basic psychological needs such as competence, autonomy, and relatedness are met. Gamification provides immediate feedback, appropriate challenges, and adequate rewards, so that students feel more competent and motivated to actively participate in social activities. The application of gamification also encourages collaborative learning, where students work together to achieve common goals. Game-based learning can improve social skills through learning experiences that involve communication, negotiation, and problem- solving together ( Fioravanti et al., 2022 ; Fonseca et al., 2023 ; Rosmaria & Fadhilah, 2024 ). This strengthens students’ ability to interact and adapt to their social environment. Furthermore, gamification can boost students’ confidence in social interactions. By completing challenges and receiving rewards, students feel valued and motivated to continue developing their social skills. This confidence is essential in forming positive attitudes and effective communication skills. In addition to motivation and social interaction, gamification also helps students develop emotional skills such as self-control and empathy. Through simulations and game scenarios, students learn to recognize and manage their own emotions and understand the feelings of others, which are important components of social skills. However, while Compliance with Rules and Peer Relationships is relatively easy to assess through gamification due to the presence of clear, actionable choices, and immediate consequences, the evaluation of Self-Management under Pressure and Assertive Behavior becomes more challenging. This is because Self-Management under Pressure involves complex emotional responses, such as stress management, that are difficult to accurately replicate in a game setting. Meanwhile, Assertive Behavior involves dynamic and nuanced social interactions, which are not easily evaluated by binary options alone. The results of this study are in line with various previous studies that show that gamification is effective in improving students’ social and emotional aspects. Gamification can increase engagement and social interaction in the learning context, which ultimately has a positive impact on the development of social skills ( Campillo-Ferrer et al., 2020 ; Chung & Pan, 2023 ). While these studies affirm the general efficacy of gamification, their contexts largely differ from the present research. For instance, Campillo-Ferrer et al., (2020) ; and Chung & Pan, (2023) primarily focused on higher education students, and Meng et al., (2024) investigated online learners. This study, however, uniquely contributes by providing empirical evidence for the effectiveness of gamification specifically in enhancing social skills among primary school students in a traditional classroom setting within the Indonesian educational environment. This addresses a critical gap in the literature, as most research on gamification’s impact on social-emotional development has been conducted in different age groups or cultural contexts. By demonstrating significant improvements in social skills among young learners in Indonesia, this research offers context-specific insights and validates gamification as a relevant and effective pedagogical strategy for early education in non-Western settings, thereby extending the generalizability and practical application of gamification theory. Gamification can also increase students’ overall motivation to learn. Gamification elements such as points, levels, and badges can provide a sense of achievement that motivates students to continue learning and interact positively with their peers ( Dr. Yad Ram, 2024 ; Jun & Lucas, 2024 ; Yuni Hendrowati & Badrun, 2025 ). Gamification elements such as points, levels, and badges play an important role in effectively motivating students. Points provide quick and clear feedback on students’ efforts, creating a healthy competition where students attempt to accumulate points as a form of recognition for their achievements. This encourages students to continue to engage in social activities. The level system provides a real sense of progression; Each time students reach a new level, they feel more confident and ready to take on greater social challenges, such as interacting with more friends or participating in group discussions. Badges, on the other hand, serve as a symbol of appreciation that recognizes specific achievements, such as the ability to collaborate or communicate effectively. These badges not only increase students’ self-esteem but also motivate them to continue honing their social skills, as they seek to accumulate more badges. Overall, points, levels, and badges work together to create a fun atmosphere, which encourages students to be more active and confident in developing their social skills, as found in the study. The implementation of gamification in learning can accommodate various student learning styles by offering diverse challenges and activities. For example, visual learners may benefit from games with graphics and animations, while auditory learners engage with games that include verbal feedback or dialogue. Kinesthetic learners might thrive in games that involve physical interaction or simulations requiring active participation. However, the success of gamification heavily depends on its design and implementation. Game elements, such as point systems or level-ups, must be tailored to both the learning objectives and student characteristics to maximize impact. Teachers need to creatively integrate these principles, ensuring that each student can develop their social skills effectively based on their learning style. In addition, school environment support and parental involvement are also important to reinforce the positive effects of gamification on students’ social skills. A supportive environment will provide more opportunities for students to practise the social skills they have learned. Gamification can also be a solution to overcome the problem of lack of motivation and engagement among students in traditional learning, which tends to be monotonous. With a fun and challenging approach, the current research prove students are more motivated to actively participate and interact with their peers. Thus, the results of this study reinforce the argument that gamification is an effective and relevant learning strategy for improving the social skills of primary school students. Therefore, it is recommended that gamification be systematically integrated into the curriculum and learning practices in primary schools. Conclusion Based on the findings, gamification has proven to be an effective strategy for improving social skills in primary school students. To implement gamification more broadly, schools should integrate game elements like points, badges, and levels into classroom activities, providing a motivating and interactive environment that encourages active participation and collaboration. Teachers should tailor gamified tasks to different learning styles, such as using visuals for visual learners, verbal feedback for auditory learners, and role-playing for kinesthetic learners. Additionally, clear feedback and rewards for positive behaviours, such as effective communication or teamwork, should be incorporated. However, the generalizability of these results depends on factors like school infrastructure, teacher training, and student diversity. Schools with access to technology and trained teachers will find it easier to implement gamification, but offline alternatives, such as board games or role-playing activities, can be used in settings with limited resources. Lastly, adapting gamification strategies to local cultural norms will ensure they are engaging and relevant across different. To implement gamification more widely, several important factors need to be considered. The success of gamification depends on the availability of technology infrastructure in schools, so schools with limited access may need to use offline alternatives. Teacher training is also essential to ensure gamification is applied correctly. Additionally, gamification must be tailored to the diversity of students, including cultural norms and learning styles, to ensure it remains relevant and engaging. Schools with adequate resources and teacher training will find it easier to implement gamification, while schools with limitations can use effective offline solutions. Ethics and consent The Institute for Research and Community Service of Universitas Buana Perjuangan Karawang approved this research with Certificate Number 071/LPPM/UBP/2025 on September 26, 2025. The researcher also provided informed consent to all respondents. Written consent to participate was obtained from respondents in accordance with document 400.3.5/112/SD/2025 on August 12, 2025. Respondents gave their consent without coercion from anyone. Furthermore, to protect the rights and privacy of respondents, all forms of data obtained will be kept confidential. Data availability Underlying data - Figshare: ‘Research Data on the Results of the Social Skills Pretest‘Social Skills Pretest’ Doi: https://doi.org/10.6084/m9.figshare.30239788.v3 ( Alpian, Yayan et al., 2025 ) - Figshare: ‘Research Data on the Results of the Social Skills Postest’ Doi: https://doi.org/10.6084/m9.figshare.30243193.v3 ( Alpian, Yayan, et al., 2025 ) - Figshare: ‘Figures Gamification game’ Doi: https://doi.org/10.6084/m9.figshare.30665678 ( Alpian, Yayan, et al., 2025 ) - Figshare: ‘Student Social Skills Instrument’ Doi: https://doi.org/10.6084/m9.figshare.30665792 ( Alpian, Yayan, et al., 2025 ) This project contains the following baseline data: - Questionnaire dataset from Respondents. Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Acknowledgement The authors would like to thank the Directorate of Research and Community Service, Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, for funding this research as part of the 2025 Regular Basic Research for Higher Education. Special thanks are extended to the Institute for Research and Community Service, Buana Perjuangan University, Karawang, for its support of this research. References Alpian Y, Anggraeni SW, Nugraha Y, et al. : Research Data on the Results of the Social Skills Pretest. Dataset. figshare. 2025. Publisher Full Text Alpian Y, Anggraeni SW, Nugraha Y, et al. : Research Data on the Results of the Social Skills Postest.2025a, September 30. Reference Source Alpian Y, Anggraeni SW, Nugraha Y, et al. : Research Data on the Results of the Social Skills Pretest.2025b, September 30. 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Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 17 Feb 2026 ADD YOUR COMMENT Comment Author details Author details 1 Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 2 Faculty of Computer Science, Universitas Buana Perjuangan Karawang, Karawang Regency, West Java, Indonesia 3 Department of Elementary School Teacher Education, Majalengka University, West Java, Indonesia Yayan Alpian Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Sri Wulan Anggraeni Roles: Data Curation, Formal Analysis, Methodology, Validation Yogi Nugraha Roles: Supervision, Validation, Writing – Original Draft Preparation Baenil Huda Roles: Software, Validation, Visualization, Writing – Review & Editing Mahpudin . Roles: Data Curation, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information This research is supported by the Directorate of Research and Community Service, Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, with the Higher Education Service Institution Region IV and the Research and Community Service Institute of Buana Perjuangan University, Karawang. Agreement/Contract Number: 0419/C3/DT.05.00/2025, dated May 22, 2025; 125/C3/DT.05.00/PL/2025, dated May 28, 2025. The research grant leader is Yayan Alpian. The funder had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (2) version 2 Revised Published: 06 Apr 2026, 15:283 https://doi.org/10.12688/f1000research.171603.2 version 1 Published: 17 Feb 2026, 15:283 https://doi.org/10.12688/f1000research.171603.1 Copyright © 2026 Alpian Y et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Alpian Y, Anggraeni SW, Nugraha Y et al. Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.12688/f1000research.171603.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 17 Feb 2026 Views 0 Cite How to cite this report: Vargas Sánchez AD. Reviewer Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r464256 ) The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-464256 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 17 Mar 2026 Ana Dolores Vargas Sánchez , Universidad de La Sabana,, Chia, Colombia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189227.r464256 In the realm of contemporary educational research, the manuscript addresses a highly relevant and increasingly significant intersection: the development of social skills in conjunction with gamification. The work's significant strength is this approach, which is in accordance with global trends ... Continue reading READ ALL In the realm of contemporary educational research, the manuscript addresses a highly relevant and increasingly significant intersection: the development of social skills in conjunction with gamification. The work's significant strength is this approach, which is in accordance with global trends that promote active, student-centered methodologies and addresses current pedagogical demands. The research is situated within a field of increasing academic and practical interest, and the study's endeavor to integrate these two areas is commendable. In addition, the subject has the potential to significantly influence educational settings, as it is critical to cultivate socio-emotional competencies in students and the widespread use of digital tools. The clarity with which the study's purpose is articulated is another noteworthy strength. The authors facilitate reader comprehension and contextualize the study within broader educational concerns by providing a clear rationale for the research and an accessible description of its objectives. Structured methodological approaches are implemented in the manuscript, which enhances its replicability and enhances its contribution to the field. It is advised that the theoretical framework be expanded to include a specialized section in order to further improve the study's theoretical rigor and coherence. This section should examine the specific form of gamification employed (e.g., deep gamification or not), providing a detailed explanation of its pedagogical foundations and explicitly connecting it to the broader principles of game-based learning. A more discernible distinction between gamification and related constructs would enable readers to comprehend the logic that underpins the selected design and provide conceptual precision. The social skills component would also benefit from a more comprehensive and systematic conceptualization. The theoretical foundation of the study would be fortified and the findings would be more nuanced and richly interpreted if this aspect of the framework were to be improved, as evidenced by most recent literature. The manuscript provides an initial description of the dataset in the Results section, which is beneficial for comprehension. However, a more comprehensive analytical interpretation would enhance the content of this section. The findings' clarity and relevance would be enhanced by extending the explanation of patterns, trends, or contrasts within the data. This improvement would also establish a more robust foundation for the Discussion section. The Discussion and Conclusions must be in close alignment with the evidence that has been presented. In order to guarantee this alignment, it is advised to stay away from subjective interpretations and concentrate on deducing implications that are directly corroborated by the data. The findings' contribution to existing research should be clearly articulated in the discussion, with a focus on both novel and confirmatory aspects in relation to established theories or previous studies. Another area that has the potential for significant improvement is the articulation of future lines of research. Despite the fact that the manuscript provides valuable recommendations for educational practice, the Discussion and Conclusions would be enhanced by a more comprehensive perspective that identifies theoretical, methodological, or empirical pathways for future research. This inclusion would help to more firmly establish the research within the current academic discourse and illustrate an understanding of the field's changing landscape. A promising and well-supported exploration of an important educational topic is presented in the manuscript. The authors can substantially enhance the rigor, clarity, and overall contribution of their work by fortifying the theoretical framework, deepening the analysis of the results, grounding the interpretations in the data, and broadening the scope of future research. In conjunction with its evident potential for impact, the study's strong thematic relevance serves as an exceptional foundation for these enhancements. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? No Competing Interests: No competing interests were disclosed. Reviewer Expertise: Education, Technology, Peace Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Vargas Sánchez AD. Reviewer Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r464256 ) The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-464256 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 06 Apr 2026 Yayan Alpian , Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia 06 Apr 2026 Author Response Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the ... Continue reading Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 06 Apr 2026 Yayan Alpian , Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia 06 Apr 2026 Author Response Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the ... Continue reading Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Triantafyllou SA. Reviewer Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r461980 ) The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-461980 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 28 Feb 2026 Serafeim A. Triantafyllou , Aristotle University of Thessaloniki, Thessaloniki, Greece Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189227.r461980 1. Overall Contribution and Relevance This study addresses an important issue in primary education, namely the development of students’ social skills through gamification. The topic is timely and relevant, particularly in the Indonesian educational context where teacher-centered instruction remains ... Continue reading READ ALL 1. Overall Contribution and Relevance This study addresses an important issue in primary education, namely the development of students’ social skills through gamification. The topic is timely and relevant, particularly in the Indonesian educational context where teacher-centered instruction remains prevalent. The manuscript offers practical implications for integrating game-based strategies into elementary classrooms. However, several methodological and analytical concerns need to be addressed to strengthen the scientific rigor and generalizability of the findings. 2. Research Design and Internal Validity The study employs a one-group pretest–posttest design without a control group (pp. 4–5, Figure 1). While this design allows preliminary exploration, it is highly vulnerable to internal validity threats such as maturation, testing effects, and history. Without a comparison group receiving conventional instruction, it is difficult to attribute the observed improvements solely to the gamification intervention. The authors should acknowledge this limitation more explicitly and avoid causal overgeneralization. 3. Sample Size and Sampling Method The sample consists of 30 fifth-grade students selected purposively from a single school (p. 5). Although the authors justify the sample size by referencing similar studies (p. 8), the small and non-random sample limits external validity. The findings cannot be generalized beyond this specific context. A clearer explanation of inclusion criteria and demographic characteristics (e.g., gender distribution, socio-economic background) would improve transparency. 4. Instrument Development and Validity The social skills questionnaire was reduced from 35 to 24 items after expert judgment and pilot testing (pp. 8–9). Cronbach’s alpha of 0.767 indicates acceptable reliability. However, the manuscript does not report construct validity evidence (e.g., factor analysis) or item discrimination indices. Given that social skills are multidimensional, reporting subscale reliability for each indicator (self-management, assertiveness, etc.) would strengthen the psychometric foundation. Additionally, the scoring description for positive and negative Likert items (p. 9) appears inconsistent and may lead to confusion. Clarification is needed regarding reverse scoring procedures. 5. Statistical Analysis The statistical procedures are generally appropriate for a pretest–posttest comparison (Shapiro-Wilk, Levene, paired t-test; pp. 10–11). However, conducting a homogeneity test (Levene) is not necessary in a paired-sample design, as the same participants are measured twice. This suggests a conceptual misunderstanding of statistical assumptions. Moreover, the reported t-value (-28.514) is extremely large relative to the sample size and standard deviation (Table 5, p. 11). The authors should report and interpret an effect size (e.g., Cohen’s d) to quantify practical significance, not only statistical significance. Including confidence intervals in the narrative would also improve reporting quality. 6. Intervention Description and Replicability The gamification intervention is described through five skill indicators and illustrated with screenshots (pp. 6–8). While the conceptual structure is clear, important implementation details are missing. For example: How long did students use the application? How frequently was it implemented? Was it integrated into specific subjects? Were teachers involved in facilitating gameplay? Providing clearer procedural details would enhance replicability. 7. Theoretical Integration The manuscript attempts to integrate Self-Determination Theory (SDT) and Social Learning Theory (SLT) (pp. 4, 12). While this theoretical framing is promising, the integration remains somewhat descriptive rather than analytically grounded. The discussion would benefit from explicitly linking specific game mechanics (e.g., peer feedback, team quests) to SDT constructs (autonomy, competence, relatedness) and SLT mechanisms (modeling, reinforcement). 8. Interpretation and Overgeneralization The conclusion states that gamification has “proven to be an effective strategy” (p. 13). Given the quasi-experimental design and absence of a control group, this statement should be moderated. The findings demonstrate improvement within the sample, but stronger causal claims require more rigorous experimental controls. 9. Ethical Considerations Ethical approval and parental consent are clearly documented (pp. 7, 9, 13), which is commendable. However, there appears to be repetition of ethical statements in multiple sections. Consolidating this information would improve manuscript clarity. 10. Language and Presentation The manuscript is generally understandable, but several grammatical errors and awkward phrasings are present throughout (e.g., inconsistencies in tense, article use, and repetition in the conclusion section). Professional language editing is recommended to improve clarity and academic tone. 11. Recommendations for Improvement To strengthen the manuscript, I recommend: Including a control group in future studies. Reporting effect sizes and subscale reliability. Clarifying scoring and statistical rationale. Providing more detailed intervention procedures. Moderating causal claims. Improving theoretical integration and language quality. Final Evaluation The study has practical relevance and promising preliminary findings. However, significant methodological clarifications and revisions are required before the manuscript can be considered for publication. Strengthening internal validity, statistical interpretation, and theoretical depth will considerably enhance the contribution of this work. Recommendation to Include Additional Recent Literature: The manuscript presents a solid theoretical foundation on gamification and social skills; however, the literature review would benefit from incorporating more recent high-quality systematic reviews and meta-analyses in the field of gamification in education. Rationale for Inclusion These publications provide up-to-date systematic syntheses of gamification research. The 2025 review in International Review of Education offers a comprehensive theoretical and methodological overview of gamification in educational settings. The 2025 meta-analysis in Technology, Knowledge and Learning provides quantitative evidence regarding the effectiveness of gamification interventions. Although focused partly on computational thinking, these works include broader discussions of motivational mechanisms, engagement, and learning outcomes that are directly relevant to the current study’s theoretical framing (e.g., SDT, engagement, collaborative learning). How They Could Strengthen the Manuscript Support the theoretical positioning of gamification as an evidence-based pedagogical strategy. Strengthen the justification for conducting the present study in primary education. Enrich the discussion section by comparing the current findings with broader meta-analytic evidence. Improve the manuscript’s currency and alignment with 2024–2025 scholarship. The inclusion of these references would enhance the depth of the literature review and situate the study more clearly within the contemporary research landscape on gamification in education. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: gamification technologies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Triantafyllou SA. Reviewer Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r461980 ) The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-461980 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 06 Apr 2026 Yayan Alpian , Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia 06 Apr 2026 Author Response Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the ... Continue reading Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 06 Apr 2026 Yayan Alpian , Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia 06 Apr 2026 Author Response Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the ... Continue reading Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 17 Feb 2026 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 2 (revision) 06 Apr 26 read read read Version 1 17 Feb 26 read read Serafeim A. Triantafyllou , Aristotle University of Thessaloniki, Thessaloniki, Greece Ana Dolores Vargas Sánchez , Universidad de La Sabana,, Chia, Colombia Aseel Ajlouni , The University of Jordan, Amman, Jordan Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Vargas Sánchez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 22 Apr 2026 | for Version 2 Ana Dolores Vargas Sánchez , Universidad de La Sabana,, Chia, Colombia 0 Views copyright © 2026 Vargas Sánchez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The modifications made indicate a substantial enhancement in the proposal, encompassing the foundation and organization of the discussion as well as the conclusions. By incorporating a broader section that systematically addresses the specific form of gamification used in the study, the theoretical framework was expanded and strengthened. This section explicitly links the specific form of gamification to the principles stated for this research, distinct from related constructs. This expansion enabled a more thorough examination of the pedagogical foundations that underlie the chosen design, as well as a clarifying of its conceptual logic. The social skills component was also reviewed and developed with a higher degree of theoretical rigor, incorporating pertinent contributions from recent literature. Collectively, these modifications enhance the theoretical framework's internal coherence, fortify its conceptual foundation, and enable a more specific and nuanced interpretation of the study's results. The findings are thoroughly and pertinently examined in relation to the theoretical framework and the stated objectives as a result of the comprehensive and detailed discussions that are presented throughout the article. Insofar as it exhibits critical reflection and solid argumentation, this length is suitable. In order to synthesize the central ideas, achieve greater precision, and achieve greater conciseness in accordance with the purpose of this section, it is recommended that any repetitions of aspects that have already been addressed in the document be reviewed in the conclusions section. Competing Interests No competing interests were disclosed. Reviewer Expertise Education, Technology, Peace Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Vargas Sánchez AD. Peer Review Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.197918.r473273) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-283/v2#referee-response-473273 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Ajlouni A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 22 Apr 2026 | for Version 2 Aseel Ajlouni , The University of Jordan, Amman, Amman Governorate, Jordan 0 Views copyright © 2026 Ajlouni A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The topic is important, but the manuscript requires minor revisions. The abstract is generally clear and well-structured. The introduction should clearly present the theoretical framework (SDT and SLT) and include relevant prior experimental studies to better justify the study and highlight the research gap. Methodology The study refers to the design as experimental; however, a one-group pretest-posttest design without a control group is more appropriately classified as a quasi-experimental design rather than a true experimental design. This should be clearly corrected in the manuscript. Figures should not be placed within the Methodology section; instead, they should be moved to the Results section or an appropriate appendix. Their current placement disrupts the logical flow of the manuscript. The Results section demonstrates a lack of clear distinction between data presentation and interpretation, with explanatory statements and conclusions that should be moved to the Discussion section to maintain proper academic structure. The Discussion section overstates the effectiveness of gamification and largely repeats the results instead of providing deeper critical analysis. Moreover, the use of SDT and SLT remains descriptive, and the extremely large effect size (Cohen’s d = 5.20) is not sufficiently critically examined. The conclusion needs to be more concise, with less repetition and a clearer focus on key findings. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise EDUCATIONAL TECHOLOGY I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Ajlouni A. Peer Review Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.197918.r473637) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-283/v2#referee-response-473637 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Triantafyllou S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 11 Apr 2026 | for Version 2 Serafeim A. Triantafyllou , Aristotle University of Thessaloniki, Thessaloniki, Greece 0 Views copyright © 2026 Triantafyllou S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The authors have made substantial and thoughtful revisions in response to the previous review reports. The manuscript has improved notably in terms of methodological transparency, statistical reporting, and theoretical framing. In particular, the explicit acknowledgment of the limitations of the one-group pretest–posttest design, the inclusion of effect size and confidence intervals, and the addition of subscale reliability coefficients represent meaningful enhancements that strengthen the rigor and credibility of the study. The integration of Self-Determination Theory (SDT) and Social Learning Theory (SLT) has also been significantly improved. The revised manuscript now more clearly links specific gamification mechanics (e.g., team quests, peer feedback, role selection) to theoretical constructs such as relatedness, autonomy, competence, modeling, and reinforcement. This represents a clear advancement over the previous version and contributes positively to the conceptual clarity of the study. The methods section is now more detailed and replicable, particularly regarding the intervention procedure (e.g., duration, session structure, and implementation context), which addresses earlier concerns. The clarification of the instrument development process, including pilot testing and reliability reporting, is also appropriate and helpful. The statistical analysis has been strengthened through the addition of effect size (Cohen’s d = 5.20) and confidence intervals, and the removal of the unnecessary homogeneity test reflects an improved understanding of the analytical framework. However, the extremely large effect size remains unusual and warrants cautious interpretation, as also acknowledged by the authors. Overall, the revised manuscript represents a clear and meaningful improvement over the previous version. The authors have addressed most of the major methodological, analytical, and theoretical concerns raised by the reviewers. The study now provides initial evidence regarding the association between gamification and social skills development in primary education, although the findings should be interpreted with appropriate caution, particularly with respect to causal claims. Some minor issues remain and should be addressed as noted above. Competing Interests No competing interests were disclosed. Reviewer Expertise gamification technologies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Triantafyllou SA. Peer Review Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.197918.r473272) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-283/v2#referee-response-473272 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Vargas Sánchez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 17 Mar 2026 | for Version 1 Ana Dolores Vargas Sánchez , Universidad de La Sabana,, Chia, Colombia 0 Views copyright © 2026 Vargas Sánchez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions In the realm of contemporary educational research, the manuscript addresses a highly relevant and increasingly significant intersection: the development of social skills in conjunction with gamification. The work's significant strength is this approach, which is in accordance with global trends that promote active, student-centered methodologies and addresses current pedagogical demands. The research is situated within a field of increasing academic and practical interest, and the study's endeavor to integrate these two areas is commendable. In addition, the subject has the potential to significantly influence educational settings, as it is critical to cultivate socio-emotional competencies in students and the widespread use of digital tools. The clarity with which the study's purpose is articulated is another noteworthy strength. The authors facilitate reader comprehension and contextualize the study within broader educational concerns by providing a clear rationale for the research and an accessible description of its objectives. Structured methodological approaches are implemented in the manuscript, which enhances its replicability and enhances its contribution to the field. It is advised that the theoretical framework be expanded to include a specialized section in order to further improve the study's theoretical rigor and coherence. This section should examine the specific form of gamification employed (e.g., deep gamification or not), providing a detailed explanation of its pedagogical foundations and explicitly connecting it to the broader principles of game-based learning. A more discernible distinction between gamification and related constructs would enable readers to comprehend the logic that underpins the selected design and provide conceptual precision. The social skills component would also benefit from a more comprehensive and systematic conceptualization. The theoretical foundation of the study would be fortified and the findings would be more nuanced and richly interpreted if this aspect of the framework were to be improved, as evidenced by most recent literature. The manuscript provides an initial description of the dataset in the Results section, which is beneficial for comprehension. However, a more comprehensive analytical interpretation would enhance the content of this section. The findings' clarity and relevance would be enhanced by extending the explanation of patterns, trends, or contrasts within the data. This improvement would also establish a more robust foundation for the Discussion section. The Discussion and Conclusions must be in close alignment with the evidence that has been presented. In order to guarantee this alignment, it is advised to stay away from subjective interpretations and concentrate on deducing implications that are directly corroborated by the data. The findings' contribution to existing research should be clearly articulated in the discussion, with a focus on both novel and confirmatory aspects in relation to established theories or previous studies. Another area that has the potential for significant improvement is the articulation of future lines of research. Despite the fact that the manuscript provides valuable recommendations for educational practice, the Discussion and Conclusions would be enhanced by a more comprehensive perspective that identifies theoretical, methodological, or empirical pathways for future research. This inclusion would help to more firmly establish the research within the current academic discourse and illustrate an understanding of the field's changing landscape. A promising and well-supported exploration of an important educational topic is presented in the manuscript. The authors can substantially enhance the rigor, clarity, and overall contribution of their work by fortifying the theoretical framework, deepening the analysis of the results, grounding the interpretations in the data, and broadening the scope of future research. In conjunction with its evident potential for impact, the study's strong thematic relevance serves as an exceptional foundation for these enhancements. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? No Competing Interests No competing interests were disclosed. Reviewer Expertise Education, Technology, Peace Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 06 Apr 2026 Yayan Alpian, Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Vargas Sánchez AD. Peer Review Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r464256) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-464256 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Triantafyllou S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 28 Feb 2026 | for Version 1 Serafeim A. Triantafyllou , Aristotle University of Thessaloniki, Thessaloniki, Greece 0 Views copyright © 2026 Triantafyllou S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions 1. Overall Contribution and Relevance This study addresses an important issue in primary education, namely the development of students’ social skills through gamification. The topic is timely and relevant, particularly in the Indonesian educational context where teacher-centered instruction remains prevalent. The manuscript offers practical implications for integrating game-based strategies into elementary classrooms. However, several methodological and analytical concerns need to be addressed to strengthen the scientific rigor and generalizability of the findings. 2. Research Design and Internal Validity The study employs a one-group pretest–posttest design without a control group (pp. 4–5, Figure 1). While this design allows preliminary exploration, it is highly vulnerable to internal validity threats such as maturation, testing effects, and history. Without a comparison group receiving conventional instruction, it is difficult to attribute the observed improvements solely to the gamification intervention. The authors should acknowledge this limitation more explicitly and avoid causal overgeneralization. 3. Sample Size and Sampling Method The sample consists of 30 fifth-grade students selected purposively from a single school (p. 5). Although the authors justify the sample size by referencing similar studies (p. 8), the small and non-random sample limits external validity. The findings cannot be generalized beyond this specific context. A clearer explanation of inclusion criteria and demographic characteristics (e.g., gender distribution, socio-economic background) would improve transparency. 4. Instrument Development and Validity The social skills questionnaire was reduced from 35 to 24 items after expert judgment and pilot testing (pp. 8–9). Cronbach’s alpha of 0.767 indicates acceptable reliability. However, the manuscript does not report construct validity evidence (e.g., factor analysis) or item discrimination indices. Given that social skills are multidimensional, reporting subscale reliability for each indicator (self-management, assertiveness, etc.) would strengthen the psychometric foundation. Additionally, the scoring description for positive and negative Likert items (p. 9) appears inconsistent and may lead to confusion. Clarification is needed regarding reverse scoring procedures. 5. Statistical Analysis The statistical procedures are generally appropriate for a pretest–posttest comparison (Shapiro-Wilk, Levene, paired t-test; pp. 10–11). However, conducting a homogeneity test (Levene) is not necessary in a paired-sample design, as the same participants are measured twice. This suggests a conceptual misunderstanding of statistical assumptions. Moreover, the reported t-value (-28.514) is extremely large relative to the sample size and standard deviation (Table 5, p. 11). The authors should report and interpret an effect size (e.g., Cohen’s d) to quantify practical significance, not only statistical significance. Including confidence intervals in the narrative would also improve reporting quality. 6. Intervention Description and Replicability The gamification intervention is described through five skill indicators and illustrated with screenshots (pp. 6–8). While the conceptual structure is clear, important implementation details are missing. For example: How long did students use the application? How frequently was it implemented? Was it integrated into specific subjects? Were teachers involved in facilitating gameplay? Providing clearer procedural details would enhance replicability. 7. Theoretical Integration The manuscript attempts to integrate Self-Determination Theory (SDT) and Social Learning Theory (SLT) (pp. 4, 12). While this theoretical framing is promising, the integration remains somewhat descriptive rather than analytically grounded. The discussion would benefit from explicitly linking specific game mechanics (e.g., peer feedback, team quests) to SDT constructs (autonomy, competence, relatedness) and SLT mechanisms (modeling, reinforcement). 8. Interpretation and Overgeneralization The conclusion states that gamification has “proven to be an effective strategy” (p. 13). Given the quasi-experimental design and absence of a control group, this statement should be moderated. The findings demonstrate improvement within the sample, but stronger causal claims require more rigorous experimental controls. 9. Ethical Considerations Ethical approval and parental consent are clearly documented (pp. 7, 9, 13), which is commendable. However, there appears to be repetition of ethical statements in multiple sections. Consolidating this information would improve manuscript clarity. 10. Language and Presentation The manuscript is generally understandable, but several grammatical errors and awkward phrasings are present throughout (e.g., inconsistencies in tense, article use, and repetition in the conclusion section). Professional language editing is recommended to improve clarity and academic tone. 11. Recommendations for Improvement To strengthen the manuscript, I recommend: Including a control group in future studies. Reporting effect sizes and subscale reliability. Clarifying scoring and statistical rationale. Providing more detailed intervention procedures. Moderating causal claims. Improving theoretical integration and language quality. Final Evaluation The study has practical relevance and promising preliminary findings. However, significant methodological clarifications and revisions are required before the manuscript can be considered for publication. Strengthening internal validity, statistical interpretation, and theoretical depth will considerably enhance the contribution of this work. Recommendation to Include Additional Recent Literature: The manuscript presents a solid theoretical foundation on gamification and social skills; however, the literature review would benefit from incorporating more recent high-quality systematic reviews and meta-analyses in the field of gamification in education. Rationale for Inclusion These publications provide up-to-date systematic syntheses of gamification research. The 2025 review in International Review of Education offers a comprehensive theoretical and methodological overview of gamification in educational settings. The 2025 meta-analysis in Technology, Knowledge and Learning provides quantitative evidence regarding the effectiveness of gamification interventions. Although focused partly on computational thinking, these works include broader discussions of motivational mechanisms, engagement, and learning outcomes that are directly relevant to the current study’s theoretical framing (e.g., SDT, engagement, collaborative learning). How They Could Strengthen the Manuscript Support the theoretical positioning of gamification as an evidence-based pedagogical strategy. Strengthen the justification for conducting the present study in primary education. Enrich the discussion section by comparing the current findings with broader meta-analytic evidence. Improve the manuscript’s currency and alignment with 2024–2025 scholarship. The inclusion of these references would enhance the depth of the literature review and situate the study more clearly within the contemporary research landscape on gamification in education. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise gamification technologies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 06 Apr 2026 Yayan Alpian, Faculty of Education and Teacher Training, Universitas Buana Perjuangan Karawang, Karawang Regency, Indonesia Thank you to the reviewers for their valuable comments and suggestions. We have carefully revised the manuscript in response to the review reports. The main revisions include improvements to the introduction, clarification of the methods and statistical analysis, revision of tables and wording, and the addition of relevant references. A detailed point-by-point response to the reviewers’ comments has been prepared and uploaded separately where applicable. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Triantafyllou SA. Peer Review Report For: Gamification as an Effective Strategy for Improving Primary School Students' Social Skills [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :283 ( https://doi.org/10.5256/f1000research.189227.r461980) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-283/v1#referee-response-461980 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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