GAMIFICATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (DICTs) AS STRATEGIES TO ENHANCE ENGAGEMENT AND LEARNING IN BASIC EDUCATION
DOI:
https://doi.org/10.47820/recima21.v7i2.7354Keywords:
Digital technologies. Educational games. Student engagement.Abstract
Gamification and Digital Information and Communication Technologies (DICTs) are pedagogical strategies that enhance engagement, motivation, and learning in basic education. Gamification uses playful elements such as quizzes, board games, badges, challenges, and immediate feedback, fostering active participation and the development of cognitive and socioemotional skills. DICTs include digital games, quizzes, and educational platforms that allow activity personalization, individualized monitoring, and real-time feedback. This study is an integrative literature review conducted in the SciELO, CAPES Portal, ROAD, and ERIC databases, using the descriptors gamification, digital information and communication technologies, pedagogical innovation, and basic education, combined with the Boolean operator AND. Studies published between 2015 and 2025 and available in full text were included, while duplicates, narrative reviews, or studies addressing the descriptors in isolation were excluded. The results indicate that these methodologies contribute to engagement, motivation, satisfaction, and meaningful learning. Their effectiveness depends on pedagogical planning, teacher training, and available infrastructure, being more effective when integrated into the curriculum and aligned with the National Common Curricular Base (BNCC) guidelines, ensuring the development of general competencies and learning objectives. Therefore, the intentional integration of gamification and DICTs represents a promising strategy to innovate pedagogical practices, increase student motivation, and promote more meaningful learning in basic education.
Downloads
References
BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2016.
BHARTI, M. Exploring the impact of gamification on students’ motivation and learning outcomes in secondary education. International Journal for Multidisciplinary Research, v. 5, n. 5, 2023. DOI: https://doi.org/10.36948/ijfmr.2023.v05i05.7877
BRASIL. Base Nacional Comum Curricular (BNCC). Brasília: Ministério da Educação, 2018. Documento normativo que orienta os currículos da Educação Básica no Brasil.
BRITO, F. V. V.; SILVA, W. Educação contemporânea a partir da contribuição das TICs, cibercultura e gamificação. Revista Docência e Cibercultura, Rio de Janeiro, 2022.
DICHEVA, D. et al. Gamification in education: A systematic mapping study. Technology & Society, v. 18, n. 3, p. 75–88, 2015.
DUBIAHA, S. et al. The impact of gamification on students’ motivation to learn in primary and secondary schools. Cadernos de Educação Tecnologia e Sociedade, v. 18, n. esp. 2, 2025. DOI: https://doi.org/10.14571/brajets.v18.nse2.306-323
IKPAT, N. Teacher perceptions of gamification’s influence on student engagement and learning in Nigerian primary schools. European Journal of Education, 2025. DOI: https://doi.org/10.1111/ejed.70179
KURNAZ, F.; KOÇTÜRK, N. A meta-analysis of gamification’s impact on student motivation in K–12 education. Psychology in the Schools, v. 62, 2025. DOI: https://doi.org/10.1002/pits.70056
LI, M.; SHI, Y. Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, v. 14, 2023. DOI: https://doi.org/10.3389/fpsyg.2023.1253549
LI, Y. et al. The impact of digital educational games on students’ motivation for learning: the mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, v. 19, 2024. DOI: https://doi.org/10.1371/journal.pone.0294350
LONDERO, F. T.; TAKATU, D. S. Gamificação e aprendizagem: entre a inovação pedagógica e o risco da superficialidade. Revista de Educação Popular, v. 4, n. 4, 2025. DOI: https://doi.org/10.22481/redupa.v4i04.18402
MACHADO, A. P.; ROSTAS, G. R.; CABREIRA, T. M. Gamificação na educação básica: uma revisão sistemática do cenário nacional. In: Anais [...] do XXXIV Simpósio Brasileiro de Informática na Educação, Porto Alegre, 2023. DOI: https://doi.org/10.5753/sbie.2023.234744
MASSÁRIO, M. S. et al. Gamification as a teaching practice. Research, Society and Development, v. 8, n. 7, 2019. DOI: https://doi.org/10.33448/rsd-v8i7.1109
MEZA, E. et al. Digital gamification in basic general education students. In: Proceedings […] of the International Conference on Human-Computer Interaction. 2020. p. 143–156. DOI: https://doi.org/10.1007/978-3-030-37221-7_13
NURHAYATI, N.; FATHURROHMAN, F. Gamification in school education: a systematic review of its effectiveness in improving student motivation and academic outcomes. Al-Ishlah: Jurnal Pendidikan, v. 17, n. 2, 2025. DOI: https://doi.org/10.35445/alishlah.v17i2.6516
QIAO, S. et al. Examining the effects of mixed and non-digital gamification on students’ learning performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, v. 54, p. 394–413, 2022. DOI: https://doi.org/10.1111/bjet.13249
RAHAYU, F. et al. Motivation and engagement of final-year students when using e-learning: a qualitative study of gamification in pandemic situation. Sustainability, v. 14, 2022. DOI: https://doi.org/10.3390/su14148906
RAMÍREZ RUIZ, J. J.; VARGAS SANCHEZ, A. D.; BOUDE FIGUEREDO, O. R. Impact of gamification on school engagement: A systematic review. Frontiers in Education, v. 9, p. 1466926, 2024. DOI: https://doi.org/10.3389/feduc.2024.1466926
RATINHO, E.; MARTINS, C. The role of gamified learning strategies in students’ motivation in high school and higher education: a systematic review. Heliyon, v. 9, 2023. DOI: https://doi.org/10.1016/j.heliyon.2023.e19033
SEELETSE, S. et al. Gamification in education: enhancing student engagement in the digital age. Assoeltan: Indonesian Journal of Community Research and Engagement, v. 2, n. 2, 2024. DOI: https://doi.org/10.70610/edujavare.v2i2.796
SILVA, E. et al. Contribution of microlearning in basic education: a systematic review. Education Sciences, v. 15, n. 3, 2025. DOI: https://doi.org/10.3390/educsci15030302
SOUZA, M. T.; SILVA, M. D.; CARVALHO, R. Revisão integrativa: o que é e como fazer. Einstein (São Paulo), v. 8, n. 1, p. 102–106, 2010. DOI: https://doi.org/10.1590/s1679-45082010rw1134
WHITTEMORE, R.; KNAFL, K. The integrative review: updated methodology. Journal of Advanced Nursing, v. 52, n. 5, p. 546–553, 2005. DOI: https://doi.org/10.1111/j.1365-2648.2005.03621.x
YASUMURA, H. D.; BATISTA, M. A. M.; SOUZA, J. L. Gamificação na educação básica: impactos na aprendizagem e desafios de implementação. Revista Eletrônica Acervo Educacional, 2023.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218
This work is licensed under a Creative Commons Attribution 4.0 International License.
Os direitos autorais dos artigos/resenhas/TCCs publicados pertecem à revista RECIMA21, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a RECIMA21 apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.
