Gamification and learning: between pedagogical innovation and the risk of superficiality

Abstract

This article analyzes gamification in education through a systematic literature review of 15 studies published between 2023 and 2025, organized into three categories: meaningful learning, superficial engagement, and teacher mediation. Findings indicate that gamification, when intentionally designed with pedagogical purposes, fosters consistent learning, enhancing intrinsic motivation and the construction of meaning linked to students’ prior knowledge. However, risks of superficiality were also identified when the practice relies mainly on extrinsic rewards such as points and rankings, leading to only temporary involvement. In this context, the teacher’s role as a critical mediator is highlighted, ensuring the alignment of game elements with educational goals and preventing the trivialization of learning. The study concludes that gamification holds strategic potential for educational innovation, provided it is applied critically, contextually, and oriented toward ethical and transformative learning experiences.