Estrategias de gamificación en matemáticas e impacto en el aprendizaje de estudiantes de secundaria. Revisión sistemática

Authors

Edita Janet Yupanqui Floriano

Abstract

Introduction: Poor performance in mathematics is a global problem, exacerbated by a lack of motivating pedagogical strategies. Gamification has emerged as an innovative alternative, but a synthesis of the evidence on its real impact in secondary education is needed. Materials and methods: A systematic review was conducted following PRISMA 2020 guidelines, considering studies published between January 2020 and June 2025 in Scopus, Web of Science, EBSCO, ProQuest, SciELO, and Google Scholar. Twenty-eight quasi-experimental studies that evaluated the impact of gamification on cognitive, affective, and conative outcomes were included. Methodological quality was assessed using JBI checklists. Results: 100% of the studies reported cognitive improvements (academic performance, conceptual understanding, logical reasoning); 96.4% showed affective benefits (motivation, interest, positive attitudes); and 50% demonstrated conative outcomes (active participation, collaborative work, persistence). Most studies (71.4%) included a control group. The predominant interventions lasted 3 to 5 weeks (64.3%), were face-to-face (92.9%), and focused on algebra (28.6%) and geometry (25.0%). The most frequently used gamification elements were scoring and immediate feedback (71.4% each). Discussion: The findings confirm that gamification produces consistent effects on the affective and conative dimensions, while cognitive effects depend on the methodological design and duration. The evidence supports its use as a comprehensive pedagogical strategy. Conclusions: Gamification is an effective strategy for enhancing mathematical learning in secondary school, provided it is designed in a structured and contextualized manner, with a positive impact on academic performance, motivation, and student participation.

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