Gamification in Russian Education: A Systematic Review of Empirical Research (2024–2026)

Abstract

The modern educational process is characterized by a shift toward learner autonomy and intrinsic motivation, particularly amid digital transformation and the spread of “clip thinking”. One of the leading tools of engage-ment is gamification – the application of game elements and mechanics in a non–game context. The article aims to summarize current trends in Russian research on the use of gamification in education published in 2024‒2026. Based on a systematic search in eLIBRARY.RU and a selection procedure in accordance with the PRISMA guidelines, 30 publications are included in the qualitative synthesis. The studies were categorized into four thematic domains: (1) the impact of gamification on motivation and engagement; (2) gamification in sub-ject learning; (3) psychological and pedagogical effects of gamification; (4) technological aspects and digital platforms. Findings indicate that all reviewed studies report positive effects of gamification on student motiva-tion, academic achievement, and the development of emotional and volitional spheres. However, successful implementation depends on the methodological elaboration of game-based tools and the teacher’s transition to a mentoring role. Significant research gaps have been identified: the lack of studies on parental involvement, insufficient research on supplementary education, and limited empirical investigation of potential risks. The review systematizes contemporary perspectives on gamification in the Russian educational discourse, identi-fies key conditions for its effectiveness, and outlines promising areas for further research.