Gamification and school coexistence among secondary-school students
Article Sidebar
Main Article Content
Abstract
This article examines the intersection between gamification and school coexistence among secondary-school students, exploring how game-informed strategies can foster more harmonious and collaborative educational environments. It addresses the problem of school conflict—such as bullying and the lack of positive peer interaction—that affects adolescents’ academic performance and emotional well-being. The primary objective is to synthesize evidence, through a literature review, on the use of gamification to promote socioemotional skills, including empathy, conflict resolution, and cooperation, in secondary education settings. Drawing on a theoretical framework that integrates intrinsic motivation and cooperative learning, the review surveys studies that report improvements in group dynamics achieved through digital tools and gamified activities. The findings highlight that these interventions reduce incidents of violence and strengthen social cohesion, contributing to a more inclusive form of school coexistence. The review underscores the need to implement innovative approaches to contemporary educational challenges, offering recommendations for educators and institutional policy.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Usted es libre de:
- Compartir — copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente.
- Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente.
- La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Usted debe dar crédito de manera adecuada , brindar un enlace a la licencia, e indicar si se han realizado cambios . Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
How to Cite
References
Berrones Yaulema, L. P., Moyano Guamán, M. A., Espinoza Tinoco, L. M., & Congacha Aushay, E. (2023). La gamificación en el aprendizaje significativo de las asignaturas de educación básica. Pol. Con., 8(7), 240–262. https://doi.org/10.23857/pc.v8i7
Carrasco, R. (2021). La mejora de la convivencia a través de la gamificación [Trabajo de fin de Máster no publicado]. Universidad Católica de Murcia.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
de Sousa Borges, S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. SBIE 2014, 1–10. https://doi.org/10.5753/cbie.sbie.2014.1575
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.019
Fronius, T., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2016). Restorative Justice in U.S. Schools: A Research Review. WestEd. https://www.wested.org/resources/restorative-justice-in-u-s-schools/
García-Gruezo, R. A., Farías-Zambrano, M. L., Carvajal-Parra, M. D. R., & Ramón-Guzmán, H. (2025). Gamification and motivation in the classroom at the Fernando Pizarro Bermeo Private Mixed School - Ecuador 2025. Journal Scientific Investigar, 9(2), 1–23. https://doi.org/10.56048/MQR20225.9.2.2025.e683
González, A. C., & Muñoz Hernández, H. (2025). Estrategia pedagógica mediada por un recurso educativo digital para mejorar la convivencia escolar en la institución educativa José Manuel de Altamira del municipio de San Bernardo del Viento, Córdoba, Colombia. International Refereed Journal of Engineering and Science, 14(3), 134–150. https://www.irjes.com/Papers/vol14-issue3/1403134150.pdf
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), 325–353. https://doi.org/10.1080/10474412.2014.929950
Guerrero Erazo, K. A., Avilés Cerrufo, I. R., & Maldonado Erazo, F. D. (2024). Uso de la gamificación en la enseñanza de estudiantes con trastorno de déficit de atención e hiperactividad. Ciencia Latina Revista Científica Multidisciplinaria, 8(4), 10589–10604. https://doi.org/10.37811/cl_rcm.v8i4.13199
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—A literature review of empirical studies. HICSS-47, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Julca Rurush, N. P. (2024). Gamificación para mejorar la gestión de la convivencia escolar en el nivel secundaria en una institución educativa de Huaraz [Academic work]. Universidad San Ignacio de Loyola. https://repositorio.usil.edu.pe/bitstreams/84249a5e-8435-48fe-9e71-599c2b0750b0/download
Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PLOS ONE, 12(3), e0173403. https://doi.org/10.1371/journal.pone.0173403
Manrique Sasa, O. A. (2022). La gamificación como estrategia para el aprendizaje del manual de convivencia [Master's thesis]. Universidad Pedagógica Nacional. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17733/La%20gamificaci%25C3%25B3n%20como%20estrategia%20para%20el%20aprendizaje%20del%20manual%20de%20convivencia-1.pdf?sequence=3&isAllowed=y
Marín-Díaz, V., Reche, E., & Maldonado, G. A. (2019). Gamification in higher education: A systematic review. Revista de Educación a Distancia, 60, 1–23. https://doi.org/10.6018/red/60/12
Martínez Castellanos, V. C., & Bermúdez García, J. P. (2020). Convivencia y transiciones escolares: Fortaleciendo valores a través de la gamificación en estudiantes de sexto grado de la IED José de San Martín de Tabio. Universidad Cooperativa de Colombia.
Morales Escareño, C. A., & Flores Alanís, I. M. (2021). La gamificación como propuesta didáctica para el desarrollo de competencias socioemocionales en adolescentes. RISEI Academic Journal, 2(1), 33–47. https://revista.risei.org/index.php/raj/article/download/12/20
Murga Leqque, A. N. (2024). Gamificación como recurso didáctico para la construcción del clima del aula positivo [Research work]. Instituto Tecnológico Superior. https://repositorio.its.edu.pe/bitstream/handle/20.500.14360/157/Trabajo%20de%20Investigaci%C3%B3n_Murga.pdf?sequence=1&isAllowed=y
Navarro Mateos, C., Pérez López, I. J., & Marzo, P. F. (2021). La gamificación en el ámbito educativo español: revisión sistemática. Retos, 42, 507–516. https://doi.org/10.47197/retos.v42i0.87384
OECD. (2019). PISA 2018 Results (Vol. III): What School Life Means for Students’ Lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
Ortiz-Colón, A. M., Jordán, J., & Agredal, M. (2018). Gamificación en educación: Revisión sistemática de la literatura. Educación XX1, 21(2), 83–106. https://doi.org/10.5944/educxx1.20062
Ortiz-Colón, A.-M., Jordán, J., & Agreda, M. (2018). Gamificación en educación: una panorámica sobre el estado de la cuestión. Educação e Pesquisa, 44, e173773. https://doi.org/10.1590/S1678-4634201844173773
Picón Ibáñez, A. (2020). Ludificación y gamificación en el aula de secundaria [Master's thesis]. Universidad de Burgos. https://riubu.ubu.es/bitstream/handle/10259/5208/Pic%C3%B3n_Ib%C3%A1%C3%B1ez-tfm.pdf?sequence=1
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434–443. https://academic-publishing.org/index.php/ejel/article/view/1762
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Toda, A. M., Klock, A. C. T., da Silva, I. N., & Isotani, S. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(16), 1–14. https://doi.org/10.1186/s40561-019-0098-y
UNESCO. (2019). Behind the Numbers: Ending School Violence and Bullying. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366483