Gamification has indeed become one of the most important aspects of technological advancement for humans (Fitz, 2022) . Gamification has been implemented in education in which there is support and retaining of engagement which seems to be a constant challenge.
There is research evaluating that Gamification enhances the level of engagement of the students in the classrooms. It is also evaluated that a game-like atmosphere is favored in classrooms that potentially help in fostering a culture of increased productivity among the students. The main idea associated with Gamification includes the approach of motivating the students to use the games and bringing the culture of the gaming environment to the learning of the individuals (Fitz, 2022) . The other aim is the maximization of the enjoyment level among the students which will inspire the students to study hard with a more engaging attribute.
In recent dynamic times, Covid-19 has forced many higher educational institutions to embrace online teaching. Online teaching is also regarded as the pattern in which there is a lack of exposure to talent and a reduced level of satisfaction compared to in-person teaching. Some of the reaches indicated that in a survey among 400 college students who attended online classes and there was an evaluation that the participant's lack of motivation and in-person interaction with the students and teachers. To counter the troubles the element of gamification is applied in education to promote learning and completion of lesson activities.
Despite growing interest in the classes in which there is gamification, there has not been evidence of the students being consistently for the motivation of the students. For instance that gamification can be used in the form of awarding the learners with badges and experience points which will be helping the students to get into course activities or also they can be engaged in the active answering of the questions of the concerned questions. However, there are also some serious implications for the learning outcomes of the students.
Figure 1: Students learning in class through gamification
The paper illustrates that if there is the use of goal access feedback challenge collaboration then there can be effective incorporation of the engagement of the student in the learning performances at the university campus of the users. The model was developed by Huang and Hew in 2018 in which there is the theoretical inclusion of five main theories of motivation (Bai, 2022) . The GAFCC Gamification design illustrates that the five main theories included are the goal, set theory, flow theory, self-determination theory, social comparison theory, and behavioral reinforcement theory.
Figure 2: Gamification increasing motivation among students to explore more things
The research also highlights that the students who tend to earn through gamification are likely to be highly creative thinkers and they can be more elaborative and reflective and can present their evaluation more concretely. Moreover, the inclusion of gamification in online learning will enhance the cognitive skills of the individual and they are highly adaptive to the different attributes of their lives.
The research further raises the point that the students are more interested in fantasy things through gamification rarer they relate the things with their courses. However, the research remains silent about removing the fantasies among the students rather than relating the gamification in learning the course materials to the students.
The article sums up the most essential notion that there has been an increasing reliance on COVID-19 as educational institutions are conducting lessons on internet platforms yet online learning is less engaging as a compared person to personal teaching. It has affected the learning and competencies of the students. The GAFCC gamification model allows a greater understanding along with the development of cognitive skills of the students.
