Gamified models of mathematics teaching based on universal inclusion: design and validation
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Mathematics teaching currently faces the challenge of addressing learner diversity without lowering conceptual demands; accordingly, this study aimed to critically analyze the scientific literature on gamification and Universal Design for Learning in order to support an integrative teaching model grounded in universal inclusion. An exploratory documentary literature review was conducted through searches in Scopus, Web of Science, ERIC, SciELO, Dialnet, and Google Scholar, considering publications from 2014 to April 2026 and organizing the evidence through thematic content analysis. The findings show that the most recurrent gamified elements—such as levels, badges, narrative, immediate feedback, and challenge-based progression—enhance motivation, persistence, and participation when they are aligned with meaningful mathematical tasks. At the same time, the most visible principles of universal inclusion involve multiple means of representation, action and expression, and engagement; however, important gaps remain in the explicit didactic application of these principles and in the rigorous integration of accessibility, motivation, and mathematical learning. It is concluded that the greatest pedagogical strength emerges when gamification and inclusion are conceived as a unified instructional design principle.
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