Gamification and student motivation: challenges and opportunities
DOI:
https://doi.org/10.63969/av47ak65Keywords:
gamification, student motivation, secondary education, teaching strategies, learningAbstract
Introduction: Gamification incorporates game design elements into educational activities and offers opportunities to strengthen student participation. However, its effects depend on planning, curricular objectives and implementation conditions. The aim was to analyse its relationship with student motivation and identify opportunities and challenges relevant to Ecuadorian upper secondary education. Methodology: A narrative review of twenty publications on motivational foundations, gamification and learning was developed, incorporating international contributions and a review situated in Ecuador. The synthesis addressed four dimensions: foundations, motivation, pedagogical opportunities and implementation challenges. Published findings were distinguished from teaching guidance derived from their interpretation. Results: The reviewed meta-analyses report favourable, although variable, effects on cognitive, motivational and behavioural outcomes. Evidence specifically concerning intrinsic motivation indicates a small effect, alongside improvements in autonomy and relatedness and a smaller effect on perceived competence. Feedback, progressive challenges and collaboration offer pedagogical possibilities, whereas controlling rewards, exclusionary competition, access barriers and assessment restricted to points require attention. Conclusions: Gamification can enrich teaching when game elements are linked to verifiable learning and inclusive participation opportunities. Its application to Ecuadorian upper secondary education requires contextual adaptation and assessment of understanding and sustained motivation. The narrative approach and diversity of sources limit generalisation and do not permit attribution of effects to specific institutions or causal conclusions about the Ecuadorian school context.
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