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The focus of the paper is gamification, which has been researched typically through its’ implementation in the business sector. Our research follows the implementation of gamification in Higher Educational Institutions, since the same concepts and benefits that function in the workplace, should function with similar effect or yield even better results with students. The topic of gamification in education is a relatively novel one, with only a few papers addressing it in detail, especially on the Balkan region. The contribution of the paper is two-sided, i.e., through primary and secondary research, recommendations for optimal ways of implementing gamified systems in higher education is given, and according to the obtained data, present statistics and implications for implementing gamification in HEIs in the Republic of Macedonia. The core elements and mechanics of gamification are researched and adjusted in the context of education, as well as improving existing implementations of gamification in HEIs through the introduction of cycles of interest (rewards for encouraging a certain type of behavior of students) and cycles of progression (a stepwise increase in the weight of the activities).
The results of the primary research demonstrate that the concept of gamification offers great potential advantages for students and teaching staff, primarily by increasing the level of intrinsic motivation and the degree of completion of subjects. The paper uncovers the gamification mechanics and elements that would work best for HEIs in Macedonia, as well as outline the biggest motivational problems students have when navigating through the educational process. Through the primary research conducted, the first public available information on the introduction of gamification in higher education in the Republic of Macedonia is made available.
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