Gamification as a teaching strategy for elementary school students: a systematic review of the literature
Main Article Content
Keywords
Gamification, Basic education, Motivation, Academic performance, Didactic strategies
Abstract
Gamification has emerged as an innovative strategy in basic education, integrating game dynamics in non-game contexts. This methodology fosters motivation, engagement and meaningful learning, while developing essential cognitive and social skills. The present systematic review examines the effects of gamification on motivation and academic performance, identifying relevant techniques, methodologies and results. A systematic review was conducted under PRISMA guidelines, analyzing 799 articles published between 2019 and 2024, from which 25 studies were selected that met rigorous quality criteria. The databases used included SCOPUS, WoS and EBSCO, using key terms such as “gamification”, “motivation” and “academic performance”. Empirical research in basic education was considered, with quantitative, qualitative and mixed approaches.
The most prominent strategies included point systems, rewards, leaderboards, challenges, and technology platforms such as Kahoot and Quizizz. These techniques improved intrinsic and extrinsic motivation, knowledge retention and skills such as critical thinking and collaboration. Studies showed significant increases in academic performance in several subjects after implementing gamified strategies. Gamification is consolidating as an effective tool in basic education, transforming traditional methods into dynamic and engaging experiences. Its success depends on the careful design of activities, teacher training and adaptation to the needs of students. It is recommended to expand its implementation to promote comprehensive and diverse learning.
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Nelly Baltazara Latorre Benalcázar, National University of Chimborazo, Ecuador
Graduate in Educational Sciences, professor of Basic Education, National University of Chimborazo-UNACH, Riobamba, Ecuador.
Byron Geovanny Hidalgo Cajo, National University of Chimborazo, Ecuador
PhD in Educational Technology, National University of Chimborazo-UNACH, Riobamba, Ecuador.