Gamification in Education: A Systematic Review of the Literature
DOI:
https://doi.org/10.54536/jtel.v3i3.5590Keywords:
Educational Technology, Engagement, Gamification, Hybrid Learning, Pedagogical InnovationAbstract
The growing demand for innovative, inclusive, and engaging educational methodologies justifies the interest in gamification as a pedagogical strategy in the contemporary scenario. The present study aimed to analyze recent evidence on the use of gamification in education, considering its impacts, applications, and limitations in different contexts. To this end, a systematic literature review (RSL) was adopted in the Web of Science database, with open access filters, period between 2021 and 2025 and clipping for review articles, resulting in 225 publications, of which 20 were selected for greater alignment with the theme. The results were grouped into five categories: basic education/STEM, higher education, health/technical training, languages/humanities and methodological innovation. It was evident that gamification promotes gains in engagement, retention, motivation, and development of skills, especially when articulated with hybrid practices, inclusive policies, and flexible curricula. On the other hand, barriers such as lack of teacher training, infrastructure, and standardization in evaluation methods limit its consolidation. It is concluded that gamification is a relevant tool to enhance meaningful learning, as long as it is contextualized, supported by institutional support and accompanied by consistent evaluation strategies.
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Copyright (c) 2025 Simone Aparecida Guimarães Costa Nascimento, Cynthia Almeida de Souza, Elclesio Duarte de Oliveira, Gislene Silva Lima, Isidro José Bezerra Maciel Fortaleza do Nascimento, Jorge Martins Fagundes, Marília Cristine Valente Viana, Rafael Soares Cardoso, Tobias Saraiva Cavalcante Júnior
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