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.

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).

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.

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.

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.

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.

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.

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.

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.