Peer-reviewed article
Application of gamification in Early Childhood Education and Primary Education: thematic analysis
Alejandro Lorenzo-Lledó, Elena Pérez-Vázquez, Eliseo Andréu Cabrera, Gonzalo Lorenzo ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examines how gamification—using game techniques in teaching—has been applied in early childhood and primary education. Researchers analyzed 24 studies to understand how gamification affects student learning and engagement. The studies show that gamification improves academic performance, motivation, and student autonomy, with most research focusing on children aged 10-12 in science subjects using technology. The review suggests gamification is a useful teaching strategy worth expanding in both early childhood and primary education settings.
Key points
- Gamification improved academic and collaborative skills in the studies reviewed
- Most studies focused on students between 10 and 12 years of age
- Gamification was primarily applied in science subjects supported by technological applications
- Results showed increases in student motivation and autonomy
- The review included 24 quantitative and qualitative experimental or quasi-experimental studies
Limitations
The document is a thematic analysis of existing studies and does not present original empirical data on children's outcomes. It does not provide information on long-term effects of gamification or potential negative consequences for different groups of learners.
Abstract
In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application. Keywords: gamification, early childhood education, primary education, thematic analysis