Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

https://doi.org/10.62574/v993wg78

Gamification as a cross-cutting strategy to improve student motivation

and academic performance

Gamificación como estrategia transversal para mejorar motivación y

rendimiento académico estudiantil

José Luis Mendoza-Palma

jluismp_09@hotmail.com

Ministry of Education, Zone 4, District 13D02 Jaramijó, Manta, Montecristi, Manabí, Ecuador

https://orcid.org/0009-0000-4108-2960

Piedad Elizabeth Anchundia-Laas

piedadanchundialaas@gmail.com

Ministry of Education, Zone 4 23D01, Santo Domingo, Santo Domingo de los Tsáchilas, Ecuador

https://orcid.org/0009-0009-8939-5929

Gloria Marilú Intriago-Vélez

gloriavelin@outlook.es

Ministry of Education, Zone 4, District 13D02 Jaramijó, Manta, Montecristi, Manabí, Ecuador

https://orcid.org/0009-0004-3837-0493

Melina Virginia Demera-Moreira

melinadme23@gmail.com

Technical University of Manabí, Portoviejo, Manabí, Ecuador

https://orcid.org/0009-0009-5686-6851

ABSTRACT

Educational gamification has emerged as an innovative pedagogical strategy to address contemporary

challenges in student motivation and academic performance. The research objective is to analyse the

effectiveness of gamification in improving student motivation and academic performance. This study adopted

a qualitative approach based on a systematic review of specialised literature, analysing empirical research

published between 2021 and 2025 that evaluated gamified implementations in diverse educational contexts.

The results consistently demonstrate that the strategic integration of playful elements generates significant

improvements: 23% increases in higher education grades and 18% increases in basic education grades.

Gamification strengthens three key motivational components: perceived autonomy, academic competence,

and social connection, while reducing academic anxiety. Successful implementations require rigorous

instructional design, alignment with clear pedagogical objectives, and adaptability to diverse student profiles.

Therefore, gamification represents a valuable tool for contemporary pedagogical transformation.

Descriptors: pedagogical methods; motivation; teacher training. (Source: UNESCO Thesaurus).

RESUMEN

La gamificación educativa ha emergido como una estrategia pedagógica innovadora para abordar los

desafíos contemporáneos de motivación y rendimiento académico estudiantil. El objetivo de investigación

consiste en analizar la efectividad de la gamificación para mejorar la motivación y el rendimiento académico

estudiantil. Este estudio adoptó un enfoque cualitativo basado en revisión sistemática de literatura

especializada, analizando investigaciones empíricas publicadas entre 2021 y 2025 que evaluaron

implementaciones gamificadas en contextos educativos diversos. Los resultados demuestran

consistentemente que la integración estratégica de elementos lúdicos genera mejoras significativas:

incrementos del 23% en calificaciones de educación superior y 18% en educación básica. La gamificación

fortalece tres componentes motivacionales clave: autonomía percibida, competencia académica y conexión

social, mientras reduce la ansiedad académica. Las implementaciones exitosas requieren diseño

instruccional riguroso, alineación con objetivos pedagógicos claros y adaptabilidad a perfiles estudiantiles

diversos. Por tanto, la gamificación representa una herramienta valiosa para la transformación pedagógica

contemporánea.

Descriptores: métodos pedagógicos; motivación; preparación de profesores. (Fuente: Tesauro UNESCO).

Received: 08/07/2025. Reviewed: 12/07/2025. Approved: 09/08/2025. Published: 08/09/2025.

Research articles

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

INTRODUCTION

Contemporary education faces constant challenges in maintaining student

interest and optimising learning processes. Traditionally, pedagogical

methodologies have focused on expository approaches which, although effective

in certain contexts, have limitations in capturing the attention of digital

generations (Navarro-Mateos et al., 2021). In this landscape, gamification

emerges as an innovative alternative that integrates playful elements into formal

educational environments.

Several recent studies have documented the transformative potential of this

strategy. According to Cuenca-Córdova & Vivanco-Ureña (2025), the

implementation of game mechanics in formative assessments generates

measurable positive impacts on university academic performance. Similarly,

Fiestas-Mejía & Founes-Mendez (2023) demonstrate substantial improvements

in the performance of primary school students when gamified strategies are

applied systematically.

The relevance of this research lies in the need to understand how gamification

can be articulated as a cross-cutting strategy, transcending specific educational

levels to establish itself as a comprehensive methodology. Consequently, the

research objective is to analyse the effectiveness of gamification in improving

student motivation and academic performance.

Theoretical references

Educational gamification represents an emerging pedagogical paradigm that

transcends the superficial application of playful elements in academic contexts,

constituting a transformative methodology that redefines the relationships

between educator, student, and knowledge. This methodological approach is

based on psychological, neurological, and didactic principles that form a complex

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

system of educational intervention, integrating cognitive, affective, social, and

metacognitive dimensions of comprehensive human development.

The contemporary conceptualisation of educational gamification is anchored in

the understanding of play as a fundamental human activity, recognising its

potential to generate meaningful, lasting and transferable learning. This

perspective goes beyond instrumentalist views that reduce gamification to the

mere incorporation of points, badges or rankings, embracing a systemic

understanding that recognises the complexity inherent in contemporary teaching-

learning processes.

As documented by Cuenca-Córdova & Vivanco-Ureña (2025), the integration of

gamified elements into formative assessment produces substantial

transformations in student academic performance, demonstrating that this

methodology constitutes a systemic approach capable of reformulating traditional

teaching-learning processes. Their research reveals that gamification not only

impacts quantitative performance indicators, but also qualitatively transforms the

educational experience, generating higher levels of student engagement,

persistence, and satisfaction.

The transformative dimension of educational gamification is manifested in its

ability to create learning ecosystems where intrinsic motivation is cultivated

through the careful design of experiences that respect student autonomy, provide

appropriate challenges, and facilitate the collaborative construction of knowledge.

This approach recognises that effective learning occurs when students become

active protagonists in their own education, taking on roles as researchers,

creators, and collaborators in meaningful communities of practice.

In this regard, Fiestas-Mejía & Founes-Mendez (2023) demonstrate that

strengthening gamified strategies in basic education not only optimises academic

performance but also develops cross-cutting skills essential for the knowledge

society, including critical thinking, effective collaboration, self-regulation of

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

learning, creativity, assertive communication, and the ability to adapt to changing

contexts.

Impact on academic performance

Recent research provides multifaceted evidence of the positive impact of

gamification on student academic performance, documenting improvements in

multiple dimensions of learning. As documented by Lima-Quinde et al. (2025),

gamified interventions generate significant improvements not only in traditional

quantitative grades, but also in complex qualitative indicators such as active class

participation, persistence in the face of academic difficulties, transfer of learning

to new problem contexts, development of metacognitive skills, and construction

of positive academic identities.

Longitudinal studies reveal that the positive effects of gamification on academic

performance are sustained over time when interventions are designed

systemically and implemented in a sustained manner. Students who participate

in well-designed gamified experiences demonstrate greater knowledge retention,

better application of concepts in novel situations, and superior development of

critical thinking skills compared to students in traditional educational settings.

The differential impact of gamification according to specific student

characteristics reveals that this methodology particularly benefits students with

academic motivation difficulties, students with kinesthetic or visual learning

styles, and students from disadvantaged socioeconomic backgrounds who find

opportunities for academic success in gamified environments that they might not

experience in traditional educational contexts.

Systematic reviews of the field

Through a comprehensive systematic review analysing more than two hundred

empirical studies, Prieto-Andreu et al. (2022) confirm the positive relationship

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

between gamification, student motivation and educational performance, although

they identify the need for greater methodological rigour in future research to

establish more definitive causal relationships. Their conclusions emphasise that

the positive effects of gamification are maximised when it is implemented in a

systematic and sustained manner, integrating organically with specific curricular

objectives, rather than being applied as a one-off or superficial intervention.

The meta-analysis reveals moderate to large effect sizes in variables such as

intrinsic motivation, student engagement, and satisfaction with the learning

experience, while the effects on academic performance measured through

standardised assessments show considerable variability depending on the

specific design of the gamified intervention.

For their part, Navarro-Mateos et al. (2021) document the state of gamification in

Spanish education through a systematic analysis of implementations at different

educational levels, identifying promising emerging trends and challenges that

require attention from researchers and practitioners. Their analysis reveals that

the most successful implementations integrate gamified elements with innovative

pedagogical methodologies such as project-based learning, flipped classrooms,

collaborative learning, and critical pedagogies that empower students as co-

constructors of their educational experience.

Minecraft Education as a paradigm

In a comprehensive systematic review analysing more than fifty empirical studies,

Lardín et al. (2023) analyse the use of Minecraft Education as an educational

gamification tool, identifying its unique potential for developing STEM skills,

creativity, interpersonal collaboration, spatial thinking, complex problem solving,

and responsible digital citizenship. The platform provides immersive three-

dimensional environments where students build, experiment, collaborate

authentically, and participate in simulations that transform abstract concepts into

concrete, manipulable, and meaningful experiences.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Research documents that Minecraft Education facilitates the learning of complex

mathematical concepts through the construction of geometric structures, the

exploration of proportions and scales, and the solving of problems that require

precise calculation and measurement. In science, the platform allows for the

creation of ecosystem models, simulations of physical phenomena, and virtual

experiments that complement traditional laboratory experiences.

The collaborative dimension of Minecraft Education emerges when students work

on collective construction projects that require coordinated planning, division of

labour, effective communication, and collaborative conflict resolution. These

experiences develop social and leadership skills that transcend the digital

context, preparing students for effective collaboration in future professional

contexts.

Virtual strategies for logical-mathematical thinking

Through a rapid but comprehensive review of the emerging specialised literature,

Pazmiño-Arcos et al. (2024) document the development and evaluation of

gamified virtual strategies specifically designed to strengthen students' logical-

mathematical thinking at different educational levels. Their results indicate that

gamified digital tools provide unique opportunities for the interactive visualisation

of abstract mathematical concepts, the dynamic exploration of complex numerical

relationships, the development of diversified problem-solving strategies, and the

progressive construction of solid mathematical intuitions.

Effective virtual applications for the development of logical-mathematical thinking

include visual programming environments where students create algorithms to

solve mathematical problems, simulators of physical phenomena that require

mathematical modelling, strategy games that develop logical reasoning, and

visualisation platforms that allow interactive manipulation of abstract

mathematical objects.

Virtual and augmented reality in education

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Virtual and augmented reality technologies are emerging as powerful tools for

creating immersive gamified experiences that transcend the limitations of

traditional educational environments. These technologies enable the creation of

virtual worlds where students can explore historical civilisations, manipulate

molecules at the atomic scale, travel through the solar system, or participate in

laboratory simulations that would be impossible or dangerous in the real world.

Augmented reality superimposes digital information onto the real world, creating

hybrid experiences where students can interact with virtual objects in real

contexts, solve treasure hunts that combine physical exploration with digital

problem solving, and participate in collaborative experiences that connect

physical and virtual spaces in innovative ways.

Gamification in early childhood education

With regard to teaching strategies in early childhood education, Montaño &

Enríquez (2022) emphasise the critical importance of adapting gamified

strategies to the specific developmental characteristics of different age groups,

recognising that the cognitive, emotional, and social development of young

children requires specialised pedagogical approaches that respect their unique

developmental needs. In early childhood education, gamification should prioritise

rich sensory elements that stimulate multiple perceptual modalities, immersive

narratives that connect with children's imaginations, and opportunities for free

exploration that respect the natural patterns of cognitive and socio-emotional

development characteristic of this fundamental stage.

Effective gamified strategies for early childhood education include construction

activities that develop fine motor skills and spatial thinking, role-playing games

that foster socio-emotional development and understanding of others'

perspectives, artistic activities that stimulate creativity and personal expression,

and sensory explorations that connect abstract learning with concrete and

meaningful experiences.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

The design of gamified experiences for early childhood education must carefully

consider the duration of activities, avoiding overstimulation that can lead to

cognitive fatigue, incorporating smooth transitions between different types of

activities, and providing multiple opportunities for physical movement, which is

essential for the comprehensive development of young children.

Video games and preschool development

From a specific preschool development perspective, Ramírez-Benavides (2024)

examines the strategic use of educational video games for the development of

logical-mathematical thinking in preschool students, identifying specific design

principles that optimise early learning without compromising healthy

development. Research reveals that well-designed educational video games can

serve as effective mediators for the construction of fundamental mathematical

concepts, providing visual and manipulable representations of abstract ideas that

are accessible to developing minds.

Effective video games for preschool development incorporate simple and intuitive

game mechanics that do not require complex motor skills, provide immediate and

positive feedback that reinforces learning, include narrative elements that

connect with children's interests, and allow for repetition without monotony

through gradual variations in difficulty and context.

Comprehensive analysis of contemporary implementations

Through a comprehensive analysis of the current state of the art, examining more

than three hundred documented implementations in different educational

contexts, Márquez-Ramírez & Angulo-Armenta (2024) provide a

comprehensive perspective on gamification in contemporary teaching practices,

identifying both established achievements that demonstrate the effectiveness of

these methodologies and challenges that remain to be resolved and require

urgent research and practical attention. Their analysis reveals that the successful

implementation of gamified strategies requires specialised and sustained teacher

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

training, committed and long-term institutional support, systematic evaluation of

educational outcomes using multiple metrics, and an organisational culture that

values pedagogical innovation and calculated educational risk.

Emerging trends identified include the integration of artificial intelligence for

adaptive personalisation of learning experiences, the use of learning analytics to

optimise the design of gamified mechanics, the incorporation of mixed reality

elements that combine physical and virtual spaces, and the development of

teaching communities of practice that share resources and implementation

strategies.

METHOD

This study adopted a qualitative approach based on a systematic review of

specialised literature. The methodological strategy comprised a critical analysis

of recent scientific publications, prioritising empirical research that evaluated

gamification implementations in diverse educational contexts.

The bibliographic selection criteria included: studies published between 2021 and

2025, research that addressed educational gamification as the main variable,

quantitative or mixed methodologies that presented data on academic

performance or student motivation, and publications in Spanish that allowed for

contextualised analysis for Ibero-American realities.

Information collection was structured using analytical matrices that categorised

variables such as educational level, type of gamification implemented, evaluation

metrics used, and results obtained. Subsequently, a comparative analysis was

performed to identify recurring patterns and emerging trends in the application of

gamified strategies.

RESULTS

The research analysed consistently demonstrates that gamification generates

significant improvements in student performance. Lima-Quinde et al. (2025)

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

report average increases of 23% in higher education student grades when point

systems, levels, and virtual rewards are implemented. These results remain

stable regardless of academic discipline, suggesting that effectiveness

transcends specific areas of knowledge.

In basic education contexts, Fiestas-Mejía & Founes-Mendez (2023) document

18% improvements in standardised assessments when curriculum content is

presented through playful mechanics. In particular, mathematics and science

show the greatest increases, possibly due to the structured nature of these

disciplines, which facilitates the implementation of progressive elements

characteristic of games.

The data suggests that the impact on academic performance is directly related to

the duration of the gamified intervention. Short-term implementations (less than

four weeks) show more modest effects, while those that extend over entire

academic terms generate more profound and lasting transformations in learning

outcomes.

Significantly, improvements in performance are not limited to traditional

quantitative metrics. Studies reveal parallel increases in cross-cutting skills such

as critical thinking, collaborative problem solving, and applied creativity. This

multidimensionality of impact suggests that gamification activates complex

cognitive processes that transcend superficial memorisation.

Transformation of student motivation

The motivational dimension is the most significant aspect of educational

gamification. Prieto-Andreu et al. (2022) identify three motivational components

that are consistently strengthened: perceived autonomy, academic competence,

and social connection. Students report greater control over their learning process

when they can choose paths of progress, set personalised goals, and visualise

progress through immediate feedback systems.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Similarly, Márquez-Ramírez & Angulo-Armenta (2024) highlight that gamification

significantly reduces academic anxiety, particularly in assessments. The "second

chance" and incremental progress mechanisms characteristic of games allow

students to perceive mistakes as learning opportunities rather than definitive

failures.

Intrinsic motivation undergoes particularly notable transformations when gamified

elements align with students' personal interests. Thematic narratives that connect

academic content with individual passions generate higher levels of engagement

than generic implementations. This motivational personalisation suggests the

importance of considering individual psychological profiles in the design of

gamified experiences.

Longitudinal studies reveal that motivational effects tend to experience cyclical

fluctuations. Initial motivation may decrease during intermediate periods of

implementation, requiring renewal and diversification of playful elements to

maintain student interest. This temporal variability highlights the need to design

adaptive and evolutionary gamified systems.

Technological implementation and digital resources

Technological integration is a fundamental component for the success of gamified

strategies. Lardín et al. (2023) specifically analyse the use of Minecraft

Education, demonstrating that specialised gamified platforms generate greater

engagement than superficial adaptations of playful elements in traditional

environments.

Complementarily, Pazmiño-Arcos et al. (2024) evaluate virtual strategies for the

development of logical-mathematical thinking, finding that digital gamification

facilitates the personalisation of learning and allows automatic adaptation to

different student paces. These gamified virtual environments offer advantages

such as detailed progress tracking, algorithmic adaptability, and institutional

scalability.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Educational analytics is emerging as a differentiating component of successful

technological implementations. Digital gamified systems can capture granular

data on learning behaviours, interaction patterns, and individual preferences.

This information allows for continuous optimisation of the educational experience,

identifying elements that require adjustment or modification.

However, the digital divide is a significant limiting factor. Disparities in

technological access and digital skills can amplify existing educational

inequalities, particularly in disadvantaged socio-economic contexts. This reality

underscores the importance of developing gamified alternatives that do not rely

exclusively on advanced technology.

Demographic and cultural factors

Demographic analyses reveal substantial variations in the effectiveness of

gamified strategies according to specific population characteristics. Gender

differences show interesting patterns: while female students respond favourably

to collaborative and narrative elements, male students tend to prefer competitive

and individual achievement mechanics.

Age is another significant moderating variable. Younger students (primary

education) show more immediate and enthusiastic responses to gamified

elements, while older students require more sophisticated implementations that

respect their autonomy and cognitive maturity.

Cultural considerations are an often underestimated aspect in the reviewed

literature. Gamified elements that work effectively in Western contexts may

generate resistance or confusion in cultures with different relationships to

competitiveness, hierarchy, and individual expression. This cultural variability

suggests the need for specific contextual adaptations.

Challenges and limitations identified

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Despite the positive results, the research also reveals significant challenges.

Navarro-Mateos et al. (2021) identify that superficial or poorly designed

implementation of gamified elements can generate counterproductive effects,

reducing intrinsic motivation when students perceive manipulation or artificiality

in the mechanics employed.

Similarly, Morales-Pérez & Reyes-Cardona (2022) point to disparities in

effectiveness according to student demographic characteristics. The results

suggest that factors such as technological access, familiarity with digital

environments, and individual learning preferences significantly modulate the

impact of gamified interventions.

Economic sustainability represents another significant institutional challenge.

Successful gamified implementations require considerable investment in

technology, teacher training, and content development. Many educational

institutions face budgetary constraints that hinder the adoption and maintenance

of complex gamified systems.

Teacher resistance is a frequently documented barrier. Educators who lack

experience with digital technologies or hold traditional views about academic

seriousness may be reluctant to embrace gamified methodologies. This

resistance can sabotage well-designed implementations if it is not addressed

through specific training and awareness programmes.

Differential effectiveness analysis

Comparative analysis of different gamified modalities reveals patterns of

differential effectiveness depending on specific contexts. Hybrid implementations

that combine digital and physical elements show superior results to exclusively

virtual or analogue approaches.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Extrinsic reward systems (points, badges, rankings) generate immediate

motivational effects but can weaken intrinsic motivation in the long term if not

carefully balanced with elements that promote autonomy and personal purpose.

Immersive narrative mechanics prove particularly effective in maintaining

sustained engagement. Students who participate in gamified experiences with

coherent stories and developed characters report greater emotional connection

to academic content and superior retention of acquired knowledge.

DISCUSSION

The data analysed confirms the transformative potential of gamification as a

comprehensive pedagogical strategy. However, its effectiveness depends

crucially on the quality of instructional design and the alignment between game

mechanics and specific educational objectives.

A recurring pattern in successful research is the gradual and systematic

implementation of gamified elements, in contrast to attempts at radical

transformation that often generate student resistance or confusion. Montaño &

Enríquez (2022) suggest that gamification works best as a complement to solid

pedagogical methodologies, rather than as a complete substitute for established

educational practices.

The social dimension emerges as a determining factor for success. Strategies

that incorporate collaborative elements, healthy competition, and social

recognition show superior results to purely individual implementations. This

suggests that effective gamification must consider the inherently social nature of

human learning.

Regarding the sustainability of effects, longitudinal research indicates that

motivational benefits tend to stabilise after initial periods of novelty. Therefore,

successful gamification requires constant evolution and renewal of playful

elements to maintain long-term student engagement.

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

Pedagogical implications

The results suggest that successful gamification requires a paradigm shift in the

conceptualisation of the teaching role. Educators must transition from positions

of transmissive authority to roles as facilitators and designers of experiences.

This transformation involves the development of technological skills, an

understanding of motivational psychology, and experiential design skills.

Assessment in gamified contexts also requires reconceptualisation. Traditional

assessment methods may be incongruous with pedagogical philosophies centred

on process, collaboration, and experimentation. Assessment tools are needed

that capture cross-cutting skills, individual progress, and social learning.

Personalisation emerges as a fundamental guiding principle. Successful gamified

systems must adapt to diverse learning styles, individual paces, and specific

motivational preferences. This personalisation requires technological

sophistication and a deep understanding of individual student differences.

Ethical considerations

The implementation of gamified strategies raises important ethical questions

related to behavioural manipulation and student privacy. Systems that collect

detailed data on learning behaviours must balance educational personalisation

with the protection of sensitive information.

Educational equity represents another fundamental ethical consideration.

Gamified implementations should not amplify existing disadvantages related to

technological access, digital skills, or family economic resources. Inclusive

designs that offer multiple paths to participation and success are required.

CONCLUSION

Gamification represents a promising pedagogical strategy for improving both

student motivation and academic performance. The results analysed consistently

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

demonstrate that the strategic integration of playful elements in educational

contexts generates measurable and sustained benefits.

Successful implementations share common characteristics: rigorous instructional

design, alignment with clear pedagogical objectives, incorporation of

collaborative social elements, and adaptability to different student profiles.

Conversely, failures are often associated with superficial applications that

prioritise entertainment over effective learning.

For future research, it is recommended to develop longitudinal studies that

evaluate the sustainability of motivational effects, explore culturally sensitive

adaptations of gamified mechanics, and analyse the differential impact according

to student socioeconomic characteristics. Similarly, it is necessary to investigate

teacher training methods that facilitate the effective implementation of gamified

strategies in diverse educational contexts.

Teacher training is a determining factor in the success of gamified

implementations. Professional development programmes should address both

technical skills and theoretical understanding of motivational principles and

experiential design. Without adequate preparation, even the best-designed

gamified systems may fail to generate the expected educational benefits.

In short, educational gamification is a valuable tool for contemporary pedagogical

transformation, with the potential to reconcile the expectations of digital

generations with the educational objectives of traditional educational institutions.

Its successful implementation requires a deep understanding of psychological

principles, careful design of experiences, and institutional commitment to

educational innovation.

FINANCING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with individuals or institutions linked to the

research.

ACKNOWLEDGEMENTS

Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

To the students who participated in the Saber 11 test in 2024 and who were an

essential part of this research.

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Cognopolis

Revista de educción y pedagogía

Vol. 3(3), 19-35, 2025

Gamificación como estrategia transversal para mejorar motivación y rendimiento académico estudiantil

Gamification as a cross-cutting strategy to improve student motivation and academic performance

José Luis Mendoza-Palma

Piedad Elizabeth Anchundia-Laas

Gloria Marilú Intriago-Vélez

Melina Virginia Demera-Moreira

10(1), 109–125. https://doi.org/10.15332/24224529.9673

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