The review reports a positive relationship between gamification and motivation in learning processes¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review finds a positive relationship between gamification and motivation, which it links to encouraging critical thinking and academic performance. → Gamarra-Vargas NM 2025

Evidence¶

Gamarra-Vargas NM 2025¶

Gamarra-Vargas NM, Cosio Borda RF, Quispe-Farfán PH, Bosmans Flores FG, Robladillo-Bravo LM. (2025). Analysis of research on gamification, critical thinking and academic performance: A systematic review in the context of higher education. F1000Research 14:913. https://doi.org/10.12688/f1000research.164232.1

q2 · i? · review · r2

The review's thematic analysis of the selected corpus, including the WOS thematic network (Figure 12), supports this conclusion. The article reports the relationship as evidenced by prior studies it cites; no pooled effect size is printed.

"It is also evident that there is a positive relationship between gamification and motivation in learning processes, which allows encouraging the development of critical thinking and the improvement of academic performance."

Discussion¶

Related Claims¶

• The review concludes that gamification is linked to the generation of critical thinking and the improvement of academic performance in higher education — related
• The review finds flipped learning, PBL, gamification, and collaborative learning adapted to digital environments produced positive effects on motivation, participation, and transversal competences — a broader claim this one bears on
• Motivation, participation, encouragement, fun and interest rated high during the intervention; critical thinking more modest — related