GAMIFICATION IN BASIC EDUCATION: IMPACTS ON LEARNING AND IMPLEMENTATION CHALLENGES

Abstract

This article sought to synthesize evidence on gamification in Basic Education, estimating its impacts on learning and the main implementation challenges. An integrative literature review was carried out in SciELO, LILACS, CAPES Portal, BDTD, ERIC, Scopus and Web of Science, covering publications from 2018 to 2025 in Portuguese, English and Spanish. We included empirical studies and reviews reporting outcomes on learning, motivation, engagement or implementation in school settings. The qualitative synthesis indicates small-to-moderate positive effects on learning and motivation when game elements (missions, levels, immediate feedback) are aligned with the curriculum, in addition to gains in engagement (participation, persistence). Results are more consistent in activities using gamified quizzes as deliberate practice and low-stakes formative assessment. Reports of unintended effects were also identified when points and rankings are emphasized alone, such as excessive competition and participation asymmetries. We conclude that gamification is a promising complementary pedagogical strategy, provided it is planned around learning goals, inclusive design principles and implementation fidelity monitoring.