Gamification and Academic Motivation Among Secondary School Students
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Gamification has emerged as a relevant pedagogical strategy to address the decline of academic motivation among secondary school students, particularly during a stage characterized by increasing needs for autonomy, belonging, and perceived competence. This study aimed to analyze the relationship between gamification and academic motivation through a bibliographic review of research published since 2000. Methodologically, an exploratory, documentary, non-experimental, and cross-sectional review was conducted, based on the search, selection, and narrative-thematic analysis of scientific articles, systematic reviews, and meta-analyses related to education, educational psychology, and educational technology. The findings show that the most commonly used gamified elements include points, badges, levels, missions, narratives, rewards, leaderboards, and immediate feedback; however, their effectiveness depends on their alignment with curricular objectives, formative assessment, and active methodologies. Likewise, gamification can enhance participation, enjoyment, persistence, and students’ perception of progress, although an implementation focused exclusively on external rewards may lead to superficial motivation. It is concluded that gamification is not a universal solution, but rather a strategy conditioned by the quality of pedagogical design and its ability to promote meaningful and sustained learning.
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