WHEN THE GAME TEACHES: GAMIFICATION AS A PATH TO MEANINGFUL LEARNING

Abstract

Gamification has become consolidated over the last decades as a pedagogical strategy widely discussed in the educational field, mainly due to its potential to promote engagement, motivation, and the active participation of students in teaching and learning contexts. By incorporating elements characteristic of games into educational environments, gamification has been associated with meaningful learning, understood as the process through which new knowledge is substantively integrated into the learner’s cognitive structure. Given the growing adoption of this approach in different areas of knowledge, the present study aims to critically analyze recent scientific production concerning the relationship between gamification and meaningful learning in different disciplines through a systematic literature review. Methodologically, this is a qualitative study of a bibliographic nature, based on the analysis of studies published in recognized national and international scientific databases over the last ten years, selected according to explicit inclusion and exclusion criteria. The results show that gamification has positive impacts on student engagement and motivation, favoring meaningful learning processes when aligned with clear pedagogical objectives and active methodologies. However, the literature points to challenges related to instructional planning, teacher training, and the risk of content superficiality. It is concluded that gamification constitutes a promising strategy for teaching in different disciplines, provided that it is grounded in solid theoretical assumptions and critically integrated into pedagogical practices.