The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review
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Gamification, defined as the integration of videogame components to promote a gameful experience, is increasingly being implemented in education with the aim of enhancing students' engagement and motivation. Accordingly, since 2010 it has constituted an area of growing interest for researchers and teachers. Following PRISMA 2020's methodology, a systematic review (SR) was conducted in November 2022 seeking to explore the influence of gamification strategies on students' motivation to learn. Having identified 548 articles, 40 studies were chosen based on the selection criteria set and analyzed to reveal that game elements such as points, badges and rankings are widely used to motivate students. From a theoretical perspective, gamification studies focus on the dichotomy of intrinsic and extrinsic motivation. The results suggest a positive influence of gamification strategies on students' motivation, although in the long run, such motivation can decline. Furthermore, the influence of a novelty effect and extrinsic rewards on motivation is identified, which can lead to greater motivation in the short term, followed by a decrease with further exposure to gamification. Future studies should focus on the influence of students' individual traits (e.g., gaming experience, openness to competition and cooperation) on gamification strategies. Moreover, long-term exposure to gamification as well as the novelty effect should be explored.
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In mathematics, particularly at secondary and higher education levels, research remains scarce and often constrained by small samples or limited methodological rigor.
“In mathematics, particularly at the secondary and higher education levels, research remains scarce and often constrained by small samples or limited methodological rigor (Elmawati et al., 2023;Ratinho & Martins, 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Ratinho & Martins, 2023
The Results and discussion section reports only four studies of gamification and motivation among high-school students, which supports scarcity at the secondary level for that topic. It gives sample sizes of 22–683 across the reviewed studies, but does not characterize them as inadequate or establish that mathematics research at either educational level is scarce. The Conclusions section says the review did not evaluate study quality, so it cannot substantiate the claim about limited methodological rigor. (LLM, conf=0.82)
Experimental — accuracy not yet measuredMotivation was predominantly examined through SDT, followed by SCT and the ARCS model.
“motivation was predominantly examined through SDT, followed by SCT and the ARCS model, confirming SDT's role as the dominant framework (Alsawaier, 2018;Ratinho & Martins, 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Ratinho & Martins, 2023
The Conclusions identify self-determination theory (SDT) as the most frequently explored theory, and the RQ1 results report its use in 13 studies. The Discussion mentions social learning theory and the ARCS model, but does not establish that SCT was the second most examined framework, ahead of ARCS; it says self-efficacy was relatively little explored. (LLM, conf=0.86)
Experimental — accuracy not yet measuredGamification may produce unintended negative effects, especially in secondary and higher education.
“Still, gamification may produce unintended negative effects, especially in secondary and higher education (Elmawati et al., 2023;Ratinho & Martins, 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Ratinho & Martins, 2023
Gamification can enhance students' motivation when grounded in established theories.
“Gamification can enhance students' motivation when grounded in established theories.”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Ratinho & Martins, 2023
Evidence of gamification's effectiveness in enhancing motivation and engagement remains mixed.
“yet evidence of its effectiveness in enhancing motivation and engagement remains mixed (Ratinho & Martins, 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Ratinho & Martins, 2023
Trivia and quiz platforms like Kahoot incorporate game elements such as points, rankings, competition, and cooperation.
“Skills can then be tested with trivia and quiz platforms like Kahoot, which incorporate game elements such as points, rankings, competition, and cooperation, which are increasingly emphasized in classroom settings [54].”
From Health Benefits of Video Games in Adolescents and Young Adults (2026) · cites this paper as [54]
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Impact of gamification on school engagement: a systematic review
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The role and scope of gamification in education: A scientometric literature review
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A Meta‐Analysis of Gamification's Impact on Student Motivation in K‐12 Education
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“As pointed by previous reviews (e.g., Alsawaier, 2018; Ratinho & Martins, 2023), Self-Determination Theory (SDT), the ARCS Model, Social Cognitive The - ory (SCT), Achievement Goal Theory (AGT) and Flow Theory are among the most explored motivational frameworks in gamification research.”
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STUDENTS’ INTRINSIC MOTIVATION USING GAME-BASED ACTIVITIES
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Serious Games on Human Behavior
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Impacto de la Gamificación en la Enseñanza del Inglés en Educación Inicial
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Gamification and Student Engagement: Evidence, Challenges, and Future Directions
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The Effects of Gamification on Students’ Academic Performance
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Gamified learning in health sciences education: Terminology and considerations
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Motivating Learners Through Gamification: Effective Game Elements and Key Factors
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QuantumCrypto: A Web Framework for Quantum Cryptography Education
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Gamification in the Teaching of Ecology for University Students
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The Use of Gamification Technology in Student Team Projects in IT
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Application of Digital Gamification Systems in Intelligent Automated Learning
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Is Gamification Effective for Women Who Wish to Learn Computer Programming?
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РОЛЬ ЦИФРОВИХ ТЕХНОЛОГІЙ У ФОРМУВАННІ МОТИВАЦІЇ ДО НАВЧАННЯ В СУЧАСНІЙ ПСИХОЛОГІЇ ОСВІТИ
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RME-Based Gamification on Students’ Motivation And Learning Outcomes
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Digital Gamification: Application of Kahoot in Teaching The Biology Subject
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A Gamified Learning Experience for Teaching European Values in English Lessons
García-Holgado, L., García‐Peñalvo, F. J., & Vázquez‐Ingelmo, A. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-61685-3_3 · Cited by 2 · see citing works
Sulastri, C., Nasuka, N., & Setyawati, H. (2024) · Gelanggang Olahraga Jurnal Pendidikan Jasmani dan Olahraga (JPJO) · doi:10.31539/jpjo.v7i2.9835 · Cited by 2 · see citing works
Future-proofing STEAME education in South Africa
Govender, R., De Beer, J., Maarman, R., & Chetty, R. (2025) · doi:10.4102/aosis.2024.bk455 · Cited by 2 · see citing works
"Do It to Know It": Reshaping the Privacy Mindset of Computer Science Undergraduates
Boteju, M., Lottridge, D. M., Ranbaduge, T., Vatsalan, D., & Ding, N. (2025) · Proceedings on Privacy Enhancing Technologies · doi:10.56553/popets-2025-0167 · Cited by 2 · see citing works
Optimización del rendimiento académico universitario mediante estrategias efectivas de estudio
Gutierrez, L. E. T., & Siesquén, J. A. S. (2023) · Hacedor - AIAPÆC · doi:10.26495/rch.v7i2.2529 · Cited by 2 · see citing works
Gamifying the Learning Experience in the Language Classroom
Alshumaimeri, Y. A. (2023) · Asian Journal of Multidisciplinary Research & Review · doi:10.55662/ajmrr.2023.4604 · Cited by 2 · see citing works
Handikaningtyas, T., Kuswandi, D., & Wedi, A. (2025) · Akademika · doi:10.34005/ak.v14i01.4312 · Cited by 2 · see citing works
- Authors
- Ratinho, E., & Martins, C.
- Affiliations
- University of Algarve (PT)
- Corresponding author
- Ratinho, Elias
- Venue
- Heliyon
- Publisher
- Elsevier BV
- Published
- 2023-08
- Volume
- 9
- Issue
- 8
- Pages
- e19033
- ISSN
- 2405-8440 (ISSN-L)
- PMC
- PMC10448467
- OpenAlex
- W4385648798
- Cited by
- 221
- References
- 115
- Citations by year
- 2026: 93 · 2025: 82 · 2024: 36 · 2023: 10
- FWCI
- 12.70
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Heliyon (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by)
- Funders
- Fundação para a Ciência e a Tecnologia (CIP - Ref a UID/ PSI /04345/2020, UID/PSI/04345/2020)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamification, gamified learning, student motivation, intrinsic motivation, extrinsic motivation, novelty effect, extrinsic rewards, student engagement, upper secondary school, higher education
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