Methodological Approaches to Gamification in Chemistry Education: A Systematic Review (2015–2025)

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Published: 2026-05-20
DOI: https://doi.org/10.32719/26312816.6154
Keywords:
gamification, chemistry education, active methodologies, methodological approaches, digital platforms

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Wendy Elizabeth Peralta Holguín
Universidad Técnica Particular de Loja ROR
https://orcid.org/0000-0002-9534-7036
Rolando Quisphe-Solano
Universidad Técnica Particular de Loja ROR
https://orcid.org/0000-0002-8678-1295
Deisi Yunga-Godoy
Universidad Técnica Particular de Loja ROR
https://orcid.org/0000-0002-1165-3694

Abstract

This study analyzes the methodological approaches used in the implementation of gamified activities in chemistry teaching. A systematic literature review was conducted following the PRISMA 2020 protocol, examining research published in Scopus between 2015 and 2025. A total of 43 studies were selected that describe methodological designs, instruments, and procedures in chemistry education contexts. The data were organized using an analytical matrix focused on the type of approach (quantitative, qualitative, or mixed), study design, data collection instruments, and analyzed variables. The results show a predominance of quasi-experimental and mixed-method studies that integrate quantitative and qualitative procedures to assess academic performance, motivation, attitudes, and digital competencies. Gamification significantly enhances students’ motivation, engagement, understanding of chemical concepts, and development of STEM-related skills. The review also identifies limitations such as the need for teacher training, technological resources, and structured planning. These findings contribute to guiding future research and pedagogical practices in chemistry education, reinforcing the use of evidence-based gamified strategies.

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Article Details

Issue

Vol. 9 No. 2 (2026): Andean Journal of Education 9(2) (mayo-octubre, 2026)

Section

Systematic literature reviews
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Author Biographies

Wendy Elizabeth Peralta Holguín, Universidad Técnica Particular de Loja

Wendy Elizabeth Peralta Holguín es química y posee dos títulos de posgrado: Magíster en Pedagogía con mención en Docencia e Innovación Educativa y Magíster en Investigación en Educación. Su trayectoria profesional integra la docencia en educación superior y bachillerato con la investigación en materiales avanzados, colorantes naturales y nanocelulosa, colaborando en grupos científicos como GIMA y GIADE.

Rolando Quisphe-Solano, Universidad Técnica Particular de Loja

 

 

Deisi Yunga-Godoy , Universidad Técnica Particular de Loja

Deisi Cecibel Yunga Godoy es docente e investigadora de la Universidad Técnica Particular de Loja (UTPL), donde forma parte del área de Ciencias de la Educación y se desempeña como directora de la Maestría en Investigación en Educación. Es Doctora (Ph.D.) en Formación Docente, con formación académica internacional vinculada a programas europeos de alto nivel, como Erasmus Mundus. Su labor académica se centra en la formación docente, el aprendizaje de adultos, las competencias digitales, la innovación educativa y el aprendizaje permanente, tanto en educación básica como en educación superior. Ha participado en diversos proyectos de investigación y cuenta con publicaciones científicas en revistas y capítulos de libros, contribuyendo al fortalecimiento de la calidad educativa y la investigación en el contexto ecuatoriano e internacional.

How to Cite

Peralta Holguín, W. E., Quisphe-Solano, R. ., & Yunga-Godoy , D. . (2026). Methodological Approaches to Gamification in Chemistry Education: A Systematic Review (2015–2025). Andean Journal of Education, 9(2). https://doi.org/10.32719/26312816.6154

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