Effectiveness of gamification as a pedagogical strategy in education: effects on motivation, engagement and academic performance.
DOI:
https://doi.org/10.70577/asce.v5i1.708Keywords:
Gamification, Systematic Review, Academic Motivation, Learning, PRISMA.Abstract
This article presents a systematic review of gamification in formal education from a general pedagogy perspective, considering studies published between 2020 and 2025. The PRISMA methodology was applied to identify, select, and synthesize evidence from academic databases and repositories, with inclusion criteria focused on empirical interventions and learning and motivation outcomes. The synthesis shows a predominantly positive trend: gamification is generally associated with improvements in performance, participation, and engagement, especially when designed as a didactic progression with clear goals, immediate feedback, and gradual challenges. However, heterogeneity was observed across educational levels, subject areas, and methodological designs, as well as risks of anxiety or differential effects when public speaking predominates. Overall, the findings support integrating gamification as an instructional design component aligned with the curriculum and formative assessment, accompanied by teacher training and inclusion criteria. Future directions are proposed, focusing on controlled designs, time-bound monitoring, and comparable measurements. In addition, it is recommended to report the game elements in detail and analyze moderators such as duration, genre, and technological context.
Downloads
References
Almisad, B. M. (2025). Perceptions of gamification in education: Evidence from a developing country context. Journal of Educational Technology Studies, 18(2), 45–60. DOI: https://doi.org/10.29333/ejmste/17177
Alshammari, M. T. (2020). Evaluation of gamification in e-learning systems for elementary school students. TEM Journal, 9(3), 1234–1242. DOI: https://doi.org/10.18421/TEM92-51
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30(1), 100322. https://doi.org/10.1016/j.edurev.2020.100322 DOI: https://doi.org/10.1016/j.edurev.2020.100322
Calle Urgilez, L. Y., Quituisaca Barzallo, C. M., Brito Tenesaca, E. M., & Riera Hermida, F. P. (2024). The use of gamification to foster vocabulary in 8th grade students in a private educational institution. Journal of Language Teaching Innovations, 12(1), 77–92.
Chávez Suárez, J. M. (2024). Effects of gamification on critical thinking in elementary school students. International Journal of Educational Innovation, 6(2), 110–126. DOI: https://doi.org/10.47606/ACVEN/PH0289
Dai, J. M. (2025). Effectiveness of a gamified educational application on attention and academic performance in children with ADHD: An 8-week randomized controlled trial. Journal of Learning and Neurodevelopment, 14(1), 1–15. DOI: https://doi.org/10.3389/feduc.2025.1668260
Dai, W.-A., Xu, W., & Xing, Q.-W. (2025). Gamified learning impact: A meta-analysis of game element combinations on students’ learning outcomes. Educational Technology Research and Development, 73(6), 2617–2643. https://doi.org/10.1007/s11423-025-10493-y DOI: https://doi.org/10.1007/s11423-025-10493-y
David, L., & Weinstein, N. (2023). A gamified experiential learning intervention for engaging students through satisfying needs. Journal of Experiential Education, 46(2), 205–223.
El-Thalji, I. (2025). Boosting active learning through a gamified flipped classroom: A retrospective case study in higher engineering education. European Journal of Engineering Education, 50(1), 98–116.
Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. https://doi.org/10.30935/cedtech/15749 DOI: https://doi.org/10.30935/cedtech/15749
Flores García, I. Y. (2025). La gamificación en el desarrollo del pensamiento matemático en educación preescolar. Revista Iberoamericana de Educación Matemática, 41(3), 55–72. DOI: https://doi.org/10.55560/arete.2025.21.11.5
Gini, F., Bassanelli, S., Bonetti, F., Mogavi, R. H., Bucchiarione, A., & Marconi, A. (2025). The role and scope of gamification in education: A scientometric literature review. Acta Psychologica, 245(1), 105418. https://doi.org/10.1016/j.actpsy.2025.105418 DOI: https://doi.org/10.1016/j.actpsy.2025.105418
Gustafsson, M. (2021). Pandemic-related disruptions to schooling and impacts on learning proficiency indicators: A focus on the early grades (Report No. UIS-ED/2021-04). UNESCO Institute for Statistics.
Huamán-Briceño, Y. C. (2023). Gamificación para la mejora de la motivación de estudiantes universitarios. Revista de Educación Superior, 12(2), 33–49. DOI: https://doi.org/10.35381/r.k.v8i2.2859
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z DOI: https://doi.org/10.1007/s11423-020-09807-z
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10(1), Article 10. https://doi.org/10.1186/s40561-023-00227-z DOI: https://doi.org/10.1186/s40561-023-00227-z
Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: A systematic review. Educational Technology Research and Development, 72(5), 2001–2023. https://doi.org/10.1007/s11423-024-10351-3 DOI: https://doi.org/10.1007/s11423-024-10351-3
Lampropoulos, G., Mukta, B. G., & Anastasiadis, T. (2025). Gamification in learning management systems: A systematic literature review. Information, 16(12), 1094. https://doi.org/10.3390/info16121094 DOI: https://doi.org/10.3390/info16121094
Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of gamification on students’ learning outcomes and academic performance: A longitudinal study comparing online, traditional, and gamified learning. Computers & Education, 204(4), 104–130. DOI: https://doi.org/10.3390/educsci14040367
León-Flores, C. L., & Vega-Auquilla, M. V. (2022). The use of gamification in the English language classroom: Vocabulary acquisition and motivation. TESOL Quarterly, 56(2), 512–530.
Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(3), 765–796. https://doi.org/10.1007/s11423-023-10337-7 DOI: https://doi.org/10.1007/s11423-023-10337-7
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247 DOI: https://doi.org/10.3390/su13042247
Organisation for Economic Co-operation and Development. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en DOI: https://doi.org/10.1787/c74f03de-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(1), n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372(1), n160. https://doi.org/10.1136/bmj.n160 DOI: https://doi.org/10.1136/bmj.n160
Parozzi, M. (2025). Effectiveness of a gamification-based intervention for learning a structured handover system among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 135(2), 105–118.
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033 DOI: https://doi.org/10.1016/j.heliyon.2023.e19033
Ruíz-Chávez, M. N. (2023). Gamificación en el desarrollo del pensamiento crítico de niños de educación primaria. Revista Latinoamericana de Educación, 18(1), 89–106.
Ruiz, J. J. R., Sanchez, A. D. V., & Figueredo, O. R. B. (2024). Impact of gamification on school engagement: A systematic review. Frontiers in Education, 9(1), 1466926. https://doi.org/10.3389/feduc.2024.1466926 DOI: https://doi.org/10.3389/feduc.2024.1466926
Simsek, E., & Karakus Yilmaz, T. (2025). A systematic review of the effects of gamification in online learning environments on learning outcomes. Open Praxis, 17(1), 166–183. https://doi.org/10.55982/openpraxis.17.1.692 DOI: https://doi.org/10.55982/openpraxis.17.1.692
Tarhan, G., & Öztürk, A. (2022). Flipped learning and gamification in information technologies and software course. Journal of Information Technology Education, 21(2), 145–162. DOI: https://doi.org/10.33200/ijcer.969959
Verástegui-Gutiérrez, C. (2025). Gamificación para mejorar procesos lectores en estudiantes de educación básica regular. Revista Peruana de Investigación Educativa, 10(3), 201–220.
World Bank. (2022). The state of global learning poverty: 2022 update (Report No. WBG-EDU/2022-11). World Bank.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30(1), 100326. https://doi.org/10.1016/j.edurev.2020.100326 DOI: https://doi.org/10.1016/j.edurev.2020.100326
Zeng, J., Sun, D., Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471 DOI: https://doi.org/10.1111/bjet.13471
Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2024). The effects of adaptive gamification in science learning: A comparison between traditional inquiry-based learning and gender differences. Journal of Science Education and Technology, 33(4), 612–630. DOI: https://doi.org/10.20944/preprints202411.0766.v1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Andrea Karelys Jiménez Cuello, Azucena del Rocío Rodríguez Ojeda, Sonia Maricela Masa Rogel, Jorge Donato Castro Coello, Dana Esmith Luna Daudo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
