DESIGNING GAMIFIED LEARNING ENVIRONMENTS FOR CREATIVITY AND PROFESSIONAL DEVELOPMENT: A TWO-ROUND DELPHI APPRAISAL OF AN ACMEOLOGICAL FRAMEWORK

Gamification and acmeological pedagogy have developed as parallel and largely disconnected traditions in higher education: gamified environments are designed around engagement and reward, whereas acmeology theorises the trajectory toward professional mastery but offers few operational design mechanics. This study constructs and appraises the Acmeological Gamification Design Framework (AGDF), which specifies how gamified environments can support creativity and professional development jointly. The framework was derived from a systematic conceptual synthesis of 50 sources (Scopus and Web of Science, 2015–2024) analysed through theory-driven coding, and was then submitted to a two-round Delphi panel of nine experts in acmeological pedagogy, gamification and educational technology, and higher education curriculum development. The AGDF comprises five interrelated principles - Developmental Trajectory Alignment, Intrinsic Motivation Primacy, Creative Challenge Calibration, Reflective Mastery Loops and Collaborative Professional Emergence - each mapped to compatible mechanics and to a function in the learning environment. All five satisfied the predefined consensus criterion, and ratings rose while dispersion fell after refinement (Round 2 M = 4.30–4.70; SD = 0.35– 0.51; response rate 9/9 in both rounds). The study contributes an expert-appraised design framework, five propositions and a validation roadmap for subsequent research on learner- level effects.

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