Gamificação na educação: elementos de design, mecanismos motivacionais e efeitos sobre a aprendizagem em uma revisão de literatura
Year: 2025
Type: article
Abstract: Introduction: Gamification transfers selected game design elements to non-game contexts and has become a recurrent strategy in education. Its expansion has been accompanied by heterogeneous results, because the same element can support learning, act only as an external incentive, or generate competition and disengagement depending on its design and context. Objective: To analyze the game design elements most frequently used in education, the motivational mechanisms through which they operate, and their effects on engagement, motivation, behavior, and academic performance. Methodology: A qualitative narrative literature review was conducted. The review was anchored in the chapter by Nah et al. (2014) and updated with conceptual, empirical, systematic review, and meta-analytic studies published between 2011 and 2023. Publications were included when they explicitly addressed gamification in educational or learning contexts and examined design elements, mechanisms, or learner outcomes. Studies focused exclusively on complete educational games were excluded. Results: Points, badges, levels, leaderboards, progress indicators, challenges, narrative, feedback, rewards, and social interaction were the most recurrent resources. Meta-analyses indicate positive average effects on cognitive, motivational, and behavioral outcomes, but with substantial heterogeneity. Experimental and longitudinal studies show that effects depend on the alignment between instructional objectives, learner characteristics, psychological needs, intervention duration, and social configuration. Competitive rankings and reward-centered designs may reduce intrinsic motivation or create anxiety when they are compulsory or perceived as unfair. Conclusion: Gamification is not an instructional method that is effective by itself. Its educational value arises when game elements make goals visible, provide informative feedback, support autonomy and competence, promote meaningful interaction, and remain subordinate to the curriculum. Evidence-based design, accessibility, ethical data use, and continuous evaluation are essential for sustainable implementation.
Source: Revista Coleta Científica
Institutions: Centro Universitário Leonardo da Vinci, Universidade Paulista
Language: Portuguese
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7217985996