Gamification as a teaching strategy for literacy in students in general basic education

GAMIFICATION IN ELEMENTARY SCHOOL FINAL YEARS: INNOVATIVE STRATEGIES FOR STRENGTHENING LEARNING

Contemporary education faces the challenge of developing teaching practices capable of meeting the needs of students living in a society characterized by rapid technological advancement, constant access to information, and new ways of learning. In this context, gamification has emerged as an innovative educational strategy that incorporates game elements such as challenges, levels, rewards, points, immediate feedback, and collaboration into educational environments to enhance teaching and learning processes. Unlike educational games themselves, gamification applies game mechanics and dynamics to non-game contexts in order to increase motivation, engagement, and active participation. This study aims to analyze, through a narrative literature review, the contributions of gamification to teaching and learning in lower secondary education (Ensino Fundamental II), highlighting its benefits, challenges, and educational possibilities. The research is based on national and international scientific literature, Brazilian educational policies, and studies on active methodologies, digital technologies, and learning theories. The findings indicate that gamification promotes autonomy, collaboration, critical thinking, creativity, and problem-solving skills while strengthening students' intrinsic motivation. However, its successful implementation depends on careful pedagogical planning, teacher training, and the intentional integration of digital technologies into the curriculum. It is concluded that gamification represents a promising pedagogical approach for lower secondary education when aligned with curricular objectives and the competencies established by the Brazilian National Common Curricular Base (BNCC), contributing to more meaningful, participatory, and student-centered learning experiences.

Does Gamification Deliver? A PRISMA-Guided Systematic Review of the Learning Experience

According to the definition, gamification is the inclusion of elements from game design in a non-game educational environment. It can be claimed that gamification is one of the most popular pedagogical tools among researchers over the last decade; however, information on it is presented across different publications and is often scattered across disciplines, school levels, and geographical areas. The article presents a systematic literature review that is based on the PRISMA 2020 checklist. In total, 54 records were screened in accordance with the eligibility criteria, which required that gamification be the main intervention in the study and influence aspects such as engagement, motivation, satisfaction, cognitive engagement, or academic achievement; 42 studies met these criteria. The studies reviewed encompassed sectors such as basic education, universities, teacher training, special education, and business/technical education across 19 nations, with many studies from the Philippines and Southeast Asia. Gamification was regularly related to better interest and motivation of students, and when conditions were organized wisely, also good results in learning performance and cognitive engagement were shown; meanwhile, the impact of gamification on motivation and behavior of students was not as stable as the impact on cognition, with some studies showing any unwanted output in the shape of demotivation in students with low score when they come across leaderboards that are competitive. Elements used frequently include scores, badges, leaderboards, tests, and quizzes (Kahoot! Quizizz), with most materials grounded in self-determination theory. The article pinpoints issues related to the lack of a longitudinal approach and standardized measurement in research conducted in unfamiliar locations and offers practical suggestions for use when creating gamified studies.

A systematic Review of Mathematical Communication in Secondary and University Students

Mathematical communication is an important tool in the process of teaching and learning mathematics, as it promotes conceptual understanding, critical thinking, and problem-solving; however, there are gaps that hinder its promotion in secondary and higher education. The objective of this study was to identify effective strategies for promoting mathematical communication through a systematic review. A search for articles was conducted in the Scopus scientific database, following the PRISMA 2020 protocol. Studies evaluated using the MMAT tool were analyzed, and studies published between 2019 and 2025 that met the established inclusion criteria were considered. Of the 75 articles identified, 41 were included. The findings highlight the effectiveness of collaborative strategies, educational technology, and reflective mathematical writing. However, limitations were identified regarding the duration of the studies, sample sizes, and the geographical concentration in Asia. It is concluded that mathematical communication is a fundamental tool in mathematics learning, the effectiveness of which depends on pedagogical, technological, and contextual factors; therefore, longitudinal, comparative, and cross-cultural studies are recommended. It is recommended to strengthen teacher training and implement multimodal approaches to optimize educational outcomes.

Gamification as a pedagogical approach to strengthen students’ motivation and engagement in english language learning

Teaching Strategies for the Development of Critical Thinking in Educational Contexts: A Systematic Review

Critical thinking is an essential competency for addressing the challenges of contemporary education. The objective of this systematic review was to analyze the teaching strategies with the strongest scientific support for its development across different educational contexts. The study was conducted according to the PRISMA 2020 guidelines through the review of twenty studies published between 2022 and 2026, selected from specialized databases according to quality and relevance criteria. The results show that problem-based learning, project-based learning, metacognition, and active methodologies are the most effective strategies for strengthening analysis, argumentation, problem-solving, and self-regulation skills. Likewise, generative artificial intelligence emerges as a complementary resource whose impact depends on appropriate pedagogical mediation. It is concluded that the development of critical thinking requires a comprehensive educational approach that articulates didactic innovation, teacher training, and emerging technologies.

Transforming Science Learning Through Canva in Elementary Schools: A Systematic Review of Effectiveness and Implementation Challenges

The science learning process in elementary schools still experiences various obstacles in presenting  abstract material for students at the concrete operational stage. This study aims to examine trends, effectiveness, and various factors that support and hinder the use of Canva in science learning in elementary school. The research method used is Systematic Literature Review (SLR) with reference to the PRISMA guidelines, through an analysis of 10 relevant articles published in 2021–2025 and obtained from the Google Scholar database. The results of the analysis showed that Canva made a positive impact by helping to visualize materials for easier understanding, increasing students' active participation and critical thinking skills, and supporting increased motivation and learning outcomes (outcomes). The results show that Canva has the potential to be used as an innovative learning media alternative to support more interactive and contextual science learning. Therefore, Canva has the potential to be used more widely in elementary school learning. However, it is necessary to increase digital literacy as well as support for facilities and infrastructure so that its use can run optimally.