GAMIFICATION IN ELEMENTARY EDUCATION: CONTRIBUTIONS TO STUDENTS’ MOTIVATION AND SCHOOL PERFORMANCE

Abstract

Gamification has been incorporated into Elementary Education as a pedagogical strategy capable of increasing students’ involvement in school activities through challenges, goals, feedback, progression, and other game-inspired elements. This study aimed to analyze the contributions of gamification to the motivation and academic performance of students in the early and final years of Elementary Education. A qualitative, descriptive, and interpretative bibliographic review was conducted using studies published between 2017 and 2026. The search included publications available in academic databases and educational journals, using the descriptors “gamification,” “Elementary Education,” “school motivation,” “engagement,” “academic performance,” “learning,” and “active methodologies.” At the end of the selection process, 16 articles composed the analytical corpus. The results indicated that gamified strategies can promote greater interest, participation, persistence, and student engagement, as well as contribute to learning when aligned with clear curricular objectives. However, excessive use of rewards, rankings, and competition may limit their educational effects. It is concluded that gamification has greater potential when integrated into teacher planning, formative assessment, and the characteristics of each class, becoming a methodological alternative capable of making learning more participatory and meaningful.