Gamification as a resource for achieving meaningful learning: motivation, participation,and academic performance

Abstract

Educational systems in Latin America are undergoing a profound transformation, driven by the challenges of globalisation, technological advancements, and the increasing demand for equity and social inclusion. Within this context, review studies serve as essential tools for identifying common patterns and divergences in the implementation of educational policies and pedagogical practices, enabling the construction of a comparative framework that facilitates a critical understanding of regional educational dynamics. Strategies aimed at curriculum modernisation, the integration of active methodologies, and the promotion of educational inclusion have gained prominence, although their effectiveness is conditioned by structural and contextual factors that vary between countries. In Ecuador and Argentina, these transformations have shown uneven progress due to limitations in technological infrastructure, persistent socio-economic inequalities, and deficiencies in teacher training. Systematic literature reviews allow for a comparative analysis of antecedents, theoretical foundations, and structural challenges, providing critical insights to design more coherent, sustainable, and contextually adapted educational strategies. Within this framework, gamification emerges as a strategic pedagogical resource capable of fostering meaningful learning, enhancing motivation, strengthening student engagement, and improving academic performance, provided its implementation is aligned with inclusive policies, professional teacher development, and equitable access to technological tools.