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

Abstract

This systematic review examines gamification as a teaching strategy that can enhance the teaching-learning processes of literacy by making them more dynamic, participatory, and meaningful for students in General Basic Education (EGB). The objective of this study is to analyze the contributions of gamification as a teaching strategy for strengthening literacy. It was conducted using the PRISMA methodology, involving an exhaustive literature search in academic databases such as Scielo, Latindex, and Scopus, considering publications from 2020 to 2026. Initially, 582 articles were identified; after applying the inclusion and exclusion criteria, the screening process, and the eligibility assessment, 15 relevant scientific articles were selected for the final analysis. The results highlight that gamification increases interest, motivation, active participation, critical thinking, and meaningful learning, thereby promoting the development of skills such as reading comprehension, written production, and other communication competencies. Furthermore, both international and national studies agree that the proper implementation of strategies requires adequate instructional planning and teacher training. In conclusion, gamification is an effective and relevant instructional strategy for strengthening literacy, providing scientific evidence that supports its incorporation into academic processes and its contribution to a transformative and inclusive education.