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Gamified microlearning, as an approach that collaborates microlearning and gamification theory is widely adopted nowadays. Users report positive feedbacks on its utilization in various sectors. This paper provides a review of previous and current research to synthesize theory about gamified microlearning, including features, framework, and gamified microlearning benefits by using Systematic Literature Review (SLR) as a method. Reputable journal databases included ACM Digital Library, IEEE Xplore, ScienceDirect, ProQuest, and Scopus were discovered to conduct the SLR. As many as 24.689 articles were found by specific keyword and filtered to 20 eligible articles with good quality and high relevance with gamified microlearning research. This study found 15 main features of gamified microlearning in four main categories, seven frameworks used to develop gamified microlearning platforms, and seven interesting benefits of using gamified microlearning in several various sectors. From the SLR conducted, the use of a gamified microlearning platform in the learning process has increased the motivation and engage students to learn. It also motivates students to voluntarily contribute to learning and supporting gamified microlearning because of its fun environment.

Recently, the use of digital education such as three-dimensional virtual reality (3D VR) technology has become a promising system to aid learning and training in learning anatomy. In the medical sciences, it is important to understand the main concepts of anatomy before interacting with or performing procedures on patients. This technology helps the user to enhance their learning experience, as well as improving immersion, concentration, interest, enjoyment, and knowledge. While there are numerous articles on specific applications of VR in medicine, there are only a small number of systematic works currently exists on how researchers have applied the VR, especially in studies of anatomy. This study presents a Systematic Literature Review (SLR) on the use of VR and the type of VR technologies used in anatomy education. It is based on articles published on PubMed digital libraries from 1999 to 2020 and aims to describe the landscape and trajectory of development for the use of VR technology in anatomy education.

Classroom Response System (CRS) is a learning technology that supports face-to-face learning sessions by gathering responses to questions given by teachers in classroom which provides feedback to teacher during learning process using electronic devices. This paper described the definition of CRS and also its features and technologies with Systematic Literature Review (SLR) method. SLR was conducted to trace related studies trough three reputable journal database; IEEE Xplore, ACM Digital Library, and Sciencedirect. From 17,809 articles gathered, only 20 articles are eligible for synthesizing. The results are: CRS can be defined as a system used to support interaction and engagement between teachers and students in the classroom. CRS adopts an electronic voting system where the teacher displays questions via projector screen and students respond to them by answering through input device; the types of questions that can be accommodated by CRS can be grouped into three features, namely simple type interaction, text based interaction, and freeform based interaction; CRS takes the advantages of existing hardware and no longer used proprietary hardware.

Group development is the first and most important step for the success of collaborative problem solving (CPS) learning in the digital learning environment (DLE). A literacy study is needed for studies in the intelligent agent domain for group development of collaborative learning in DLE. This paper is a systematic literature review (SLR) of intelligent agents for group formation from 2001 to 2019. This paper aims to find answers to 4 (four) research questions, namely: 1) What components to develop intelligent agents for group development; 2) What is the intelligent agent model for group development; 3) How are the metrics for measuring intelligent agent performance; and 4) How is the Framework for developing intelligent agent. The components of the intelligent agent model consist of: member attributes, group attributes (group constraints), and intelligent techniques. This research refers to Srba and Bielikova's group development model. The stages of the model are formation, performing and closing. An intelligent agent model at the formation stage. A performance metric for the intelligent agent at the performance stage. The framework for developing an intelligent agent is a reference to the stages of development, component selection techniques, and performance measurement of an intelligent agent.

Rapid development of technology generates innovations and improvements in various fields of daily human life. It causes human life change including children change. Children like playing and technology provides a digital game for them. However, playing a game can interfere with their learning. The researchers try to combine the elements of fun and learning into an activity that makes children interested. They propose serious games to create an effective learning environment and increase student's motivation and concentration. This paper presents a systematic literature review for serious games for children. This study aims to identify the features and technology of serious games for children. This research was conducted through a literature study on research articles published from 2015 to 2019. Based on the purpose of this study, research articles search was conducted in database sources. Several steps are taken to get the final study articles. There are 17 research articles as final study that is related to research questions. It can be concluded that enjoyment was the most important purpose of serious games for children. The 3D virtual learning environment was the most popular technology in serious games for children. It supports interactive and visualization features that make children enjoy and engage with the game. The features and technology can increase children's motivation to gain their knowledge and achieve their learning outcomes.

Information technology applications have been carried out as learning objectives to improve the quality of education in schools and universities. From year to another year, new problems will arise which are related to learning methods for students. Learning systems with traditional methods carried out by the instructors are felt to be not too effective to increase learning motivation from students. This can affect understanding, increasing knowledge and values of some students. Active learning methods have now begun to be designed and carried out to replace traditional learning methods. Students are expected to actively participate in learning by being supervised by the instructor. One active learning is problem-based learning. Problem-based learning uses problems as a context for students to think critically and problem solving skills. In the problem-based learning method can be included elements of the game so that students are invited to learn while playing. The game can foster students' interest and pleasure in learning. The study was conducted in a literature study on previous research articles that had been published from 2014 to 2019. Previous research articles were obtained from several journal databases e.g. Science Direct, IEEE Xplore, Springer Link, ACM Digital Library, and Scopus. Objective of this study is to find affordances, technology and learning outcomes of PBL using gamification.

Emerging technologies support shifting from traditional learning into a new learning paradigm, allowing flexibility in distance and time. This paper presents how to understand the better serious mobile games that support learning outcomes based on a review of current and previous research. This study describes mobile serious games features, technologies and frameworks with a systematic literature review (SLR) method. Determining the research question (RQ) is an important step. By using related keywords, Searching was performed on popular database journals. The study concluded that they were 4 features on the serious games that potentially influenced learning outcomes. They are visualization, enjoyment, immersion, and interactivity. Virtual Learning Environment (VLE) with the 3D game, 2D game, WebApps, Augmented and Virtual Reality games are the technologies that should be implemented on mobile learning.

Nowadays, learning technologies have solved problems of distance, time, and cost in learning. However, another problem with e-learning, which is lack of student motivation, still remains. Some researchers must apply gamification in e-learning with the aim of giving participation and increasing student motivation. Characteristics of different users, the same learning content, and static gamification elements do not increase the expected motivation. To overcome this problem, gamification must be adapted to the characteristics of the learners. This study uses a Systematic Literature Review (SLR) to analyze research components, methods, and framework used in adaptive gamification. The first step is to determine the research question (RQ) and then to search on several kinds of literature published in popular journal databases, namely IEEE Xplore, Science Direct, Scopus, Springerlink and ACM from 2011 – 2019. As a result of a review of 25 selected articles, there are four components of adaptive gamification, namely, player/learner profiles, learning style, behavior, and skill/knowledge. Meanwhile, there are eleven types of methods used in adaptive gamification. The most popular method is scoring and Felder-Silverman Learning Style Model (FSLSM). Generally, the proposed framework consists of three elements namely adaptive gamification engine, adaptive component, and gamification display.

Learning can be performed in various ways and can utilize different technologies. This paper presents a review of current and previous research to understand the use of virtual reality technology for learning. This paper used a systematic literature review (SLR) as a method. Research question (RQ) was determined in the first step. The query for searching the previous research on popular database journals was generated from previously created RQ. Popular journals included IEEE Xplore, ScienceDirect, SpringerLink, Scopus, and ACM Digital Library. Thirty-two related articles were produced from the search, then reviewed. The study concluded that there were four purposes of using virtual reality for learning, two types of devices used, and two types of user experiences.

Smart learning environment (SLE) is a continuation of digital learning environment (DLE). SLE is an innovation to develop learning environments based on intelligent technology, methods and evaluation of learning. The meaning of SMART is self-control (learning attitude), learning motivation, adaptive, various learning resources, and the use of intelligent technology-based learning environment. The need for intelligent technology in SLE is based on 3 functional learning namely: group formation, individual learning or collaboration, and measurement of learning outcomes. This study focuses on the need for intelligent technology for group formation. The purpose of this study is to make a systematic Literature review (SLR) of the need for intelligent technology for group formation in a smart learning environment. Analysis of literature studies based on 22 research papers the need for intelligent technology for the group formation on smart learning from 2001 to 2018. The results of the literature study concluded that there were 3 (three) components of group formation, namely: member attribute (group member population), attribute group, and intelligence technique for group formation.