Gamified approaches in chemistry teaching: A systematic review
Estrategias gamificadas en la enseñanza de la química: Una revisión sistemáticaArticle Sidebar
Main Article Content
Background: Chemistry education faces significant hurdles associated with student disengagement and the cognitive complexity of abstract concepts. These challenges have catalyzed the integration of innovative pedagogical frameworks, most notably gamification, as a means to foster active and meaningful learning. Objective: This study aims to analyze the gamified strategies implemented in chemistry instruction across various educational levels. Methodology: A systematic review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The corpus consisted of 25 studies published between 2021 and 2025 regarding the application of gamified strategies in chemistry education. Results: The findings reveal a sustained increase in the implementation of gamified interventions, with a geographic predominance of research conducted in Mexico and Spain. Most proposals were deployed in higher education settings through quasi-experimental designs utilizing pre-test and post-test assessments. A diverse array of technological tools was identified, ranging from platforms like Kahoot, Quizizz, and Genially to Unity3D-based serious games, specialized mobile applications, and immersive technologies such as Virtual and Augmented Reality (VR/AR). Curricular focus was primarily concentrated on General, Organic, and Inorganic Chemistry, with limited coverage of specialized chemical subfields. The reviewed studies report significant improvements in academic achievement, heightened motivation, increased student engagement, and favorable perceptions regarding the accessibility and pedagogical utility of gamified tools. Conclusions: Gamified strategies constitute effective pedagogical alternatives for transforming chemistry instruction. However, their efficacy is contingent upon the alignment between instructional design, curricular objectives, and the specific characteristics of the implementation context.
Contexto: La enseñanza de la química enfrenta desafíos asociados con la desmotivación estudiantil y la dificultad para comprender conceptos abstractos. Esta situación ha impulsado la incorporación de estrategias pedagógicas innovadoras, entre ellas la gamificación, como recurso para favorecer el aprendizaje activo y significativo. Objetivo: Analizar las estrategias gamificadas aplicadas en la enseñanza de la química en estudiantes de diversos niveles educativos. Metodología: Se realizó una revisión sistemática bajo el método PRISMA. Para ello, se analizaron 25 estudios publicados entre los años 2021 y 2025, relacionados con el uso de estrategias gamificadas en la enseñanza de contenidos químicos. Resultados: Los hallazgos evidencian un incremento sostenido en la implementación de estrategias gamificadas, con predominio de investigaciones desarrolladas en México y España. La mayoría de las propuestas fueron aplicadas en el nivel universitario, mediante diseños cuasiexperimentales con pretest y postest. Se identificó el uso de diversas herramientas tecnológicas, como Kahoot, Quizizz, Genially, juegos serios desarrollados en Unity3D, aplicaciones móviles especializadas y tecnologías inmersivas, como la realidad virtual y aumentada. Los contenidos abordados se concentraron principalmente en química general, orgánica e inorgánica, con menor presencia de áreas químicas especializadas. Los estudios reportan mejoras significativas en el rendimiento académico, aumento de la motivación, mayor participación estudiantil y percepciones positivas sobre la accesibilidad y utilidad didáctica de las herramientas gamificadas. Conclusiones: Las estrategias gamificadas constituyen alternativas pedagógicas efectivas para transformar la enseñanza de la química. Sin embargo, su efectividad depende de la coherencia entre el diseño instruccional, los objetivos curriculares y las características del contexto donde se implementan.
Downloads
Article Details
Aloum, L., Ibrahim, H., Rajasekaran, S. K. y Alefishat, E. (2025). Open-Access Web-Based Gamification in Pharmacology Education for Medical Students: Quasi-Experimental Study. JMIR Medical Education, 11. https://doi.org/10.2196/73666
Angulo, V. (2022). Gamificación, educación media superior y covid-19: Una intervención a la asignatura de quimica I. Etic@net. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 22(2), 335-359. https://doi.org/10.30827/eticanet.v22i2.23692
Bergamo, P. A. de S., Streng, E. S., Haas, M., Safari, M., Rosenkranz, J. y Ghorbani, Y. (2025). A Unity3D gamified tool for froth flotation training. Minerals Engineering, 229, 109352. https://doi.org/10.1016/j.mineng.2025.109352
Brass, R., Braithwaite, E., Edwards, H. E., Kaur, J., Kleanthous, A., Madhlangobe, T. T., Mistry, A. D., Suma, A., Hin, S. L. F. y Williams, D. P. (2024). The Need for SPD: A Hybridization-Based Card Game for Students on Introductory Chemistry Courses. Journal of Chemical Education, 101(9), 4030-4036. https://doi.org/10.1021/acs.jchemed.3c01204
Brassinne, K., Reynders, M., Coninx, K. y Guedens, W. (2020). Developing and Implementing GAPc, a Gamification Project in Chemistry, toward a Remote Active Student-Centered Chemistry Course Bridging the Gap between Precollege and Undergraduate Education. Journal of Chemical Education, 97(8), 2147-2152. https://doi.org/10.1021/acs.jchemed.9b00986
Byusa, E., Kampire, E. y Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5). https://doi.org/10.1016/j.heliyon.2022.e09541
Chans, G. M. y Portuguez, M. (2021). Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132
Clairet, A. L., Albérola, E., Grossrieder, F., Houn, N., Perignon, V., Poguet, F., Born, E., Garnier, F., Grenouillet, F., Dadeau, F. y Pudlo, M. (2025). Design, programming, and evaluation of a serious game web application to memorise drug classification and properties. Currents in Pharmacy Teaching and Learning, 17(6), 102335. https://doi.org/10.1016/j.cptl.2025.102335
Clapson, M. L., Schechtel, S., Davy, E. y Durfy, C. S. (2024). Solving the Chemistry Puzzle—A Review on the Application of Escape-Room-Style Puzzles in Undergraduate Chemistry Teaching. Education Sciences, 14(12), 1273. https://doi.org/10.3390/educsci14121273
da Silva, J. N., Caldas, M. do S., Nobre, M. E., da Silva, J., Medeiros, A. K., Cavalcante, F. G., de Oliveira, M. C., de Oliveira, D. S. y Melo, A. J. (2025). Gamifying a General Chemistry Laboratory Course as a Strategy to Improve the Students’ Motivation. Journal of Chemical Education, 102(10), 4508-4518. https://doi.org/10.1021/acs.jchemed.5c00845
da Silva, J. N., Caldas, M. do S., Silveira Jucá, R. C., Castro, G. de L. y Melo, A. J. J. (2025). 1925–2024: One Century of Educational Games in Chemistry. Journal of Chemical Education, 102(4), 1492-1510. https://doi.org/10.1021/acs.jchemed.4c01238
da Silva, J. N., Sousa, M. A., Torres, A., Miranda, F., Carvalho, Á., Silva, U., Melo, A. J., Zampieri, D., Oliveira, F. S., Silva, U., Lorena, N. y Winum, J.-Y. (2021). Design, implementation, and evaluation of a game-based application for aiding chemical engineering and chemistry students to review the organic reactions. Education for Chemical Engineers, 34, 106-114. https://doi.org/10.1016/j.ece.2020.11.007
Danel, T., Łȩski, J., Podlewska, S. y Podolak, I. T. (2024). MedChem Game: Gamification of Drug Design. Journal of Chemical Education, 101(10), 4454-4461. https://doi.org/10.1021/acs.jchemed.4c00253
Desgourdes, C., Carmagnac, L. y O’Neill, C. R. (2025). Investigating the factors influencing teachers’ adoption of gamification strategies in higher education: Insights from Korthagen’s onion model. International Journal of Educational Management, 39(1), 55-69. https://doi.org/10.1108/IJEM-12-2023-0601
Díaz, I., González, E. J., González, M. y Rodríguez, M. (2024). Application of serious games in chemical engineering courses. Education for Chemical Engineers, 46, 22-32. https://doi.org/10.1016/j.ece.2023.10.002
Elisha, A. C. y Yu, C. H. (2024). Serious game-based learning and learning by making games: Types of game-based pedagogies and student gaming hours impact students’ science learning outcomes. Computers & Education, 218, 105075. https://doi.org/10.1016/j.compedu.2024.105075
Fonseca, C. S. C., Zacarias, M. y Figueiredo, M. (2021). MILAGE LEARN+: A Mobile Learning App to Aid the Students in the Study of Organic Chemistry. Journal of Chemical Education, 98(3), 1017-1023. https://doi.org/10.1021/acs.jchemed.0c01313
Fung, F. M., Blanc, E. y Coumoul, X. (2024). Digital Futures of Learning Pharmacology and Medicinal and Organic Chemistry. ACS Pharmacology & Translational Science, 7(4), 1191-1194. https://doi.org/10.1021/acsptsci.4c00043
Galarza, A. G. y Batista, M. A. (2024). Gamificación para favorecer el aprendizaje de la nomenclatura de óxidos metálicos en estudiantes de bachillerato. Educación química, 35(1), 52-63. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2024000100052
Gañán, P., Torres, M., Gaviria, L. A., Barajas, J. y Castrillón, F. (2025). A bibliometric analysis of game-based learning applications in chemical engineering education: Key elements and evolution. Education for Chemical Engineers, 50, 42-52. https://doi.org/10.1016/j.ece.2024.12.002
Ghawail, E. A. A. y Yahia, S. B. (2022). Using the E-Learning Gamification Tool Kahoot! To Learn Chemistry Principles in the Classroom. Procedia Computer Science, 207, 2667-2676. https://doi.org/10.1016/j.procs.2022.09.325
Ghawail, E. A. A. y Yahia, S. B. (2024). Mobile augmented reality techniques with gamification to enhance learnability for higher institute students of chemistry course. Journal of Applied Research in Higher Education, 18(1), 121-147. https://doi.org/10.1108/JARHE-11-2023-0508
Hanif, A., Galvez, M., Callery, P., Szklarz, G. y Driesschaert, B. (2023). Integration of Pharmaceutical Sciences Disciplines at the End of the Semester Through Gamification. American Journal of Pharmaceutical Education, 87(8), 100188. https://doi.org/10.1016/j.ajpe.2023.100188
Hintze, T. D., Samuel, N. y Braaten, B. (2023). A Systematic Review of Escape Room Gaming in Pharmacy Education. American Journal of Pharmaceutical Education, 87(5), 100048. https://doi.org/10.1016/j.ajpe.2022.09.007
Jenkins, D. A. y Mason, D. (2020). Gamification in General Chemistry. En J. J. Mintzes y E. M. Walter (Eds.), Active Learning in College Science: The Case for Evidence-Based Practice (pp. 439-449). Springer International Publishing. https://doi.org/10.1007/978-3-030-33600-4_27
Jiménez, G. (2025). Narrative Approaches in Science Education: From Conceptual Understanding to Applications in Chemistry and Gamification. Encyclopedia, 5(3), 116. https://doi.org/10.3390/encyclopedia5030116
Jiménez, G., Heras, C., Fabre, N. y Calafell, G. (2024). Gamifying Teacher Education with FantasyClass: Effects on Attitudes towards Physics and Chemistry among Preservice Primary Teachers. Education Sciences, 14(8), 822. https://doi.org/10.3390/educsci14080822
Kalogiannakis, M., Papadakis, S. y Zourmpakis, A. I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
Lampropoulos, G., Keramopoulos, E., Diamantaras, K. y Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
Li, D. y Jianxing, W. (2025). The effect of gamified learning monitoring systems on Students’ learning behavior and Achievement: An empirical study. Entertainment Computing, 52, 100907. https://doi.org/10.1016/j.entcom.2024.100907
Liesatyadharma, S., Fernandez, S. E., Jeffina, M. y Udjaja, Y. (2023). Holoreact: Chemistry experiment game with hologram based to enhance learning on senior high school level. Procedia Computer Science, 216, 453-461. https://doi.org/10.1016/j.procs.2022.12.157
Lopes, L., Schreurs, S., Licour, C. y Soares, S. (2024). Developing competencies through flow, gamification and cultural integration: An analysis of the potential of games in teaching/learning. Radiation Effects and Defects in Solids, 179(1-2), 3-13. https://doi.org/10.1080/10420150.2024.2318700
López, M. del M., González, F. y Franco, A. J. (2021). Should We Ban Single-Use Plastics? A Role-Playing Game to Argue and Make Decisions in a Grade-8 School Chemistry Class. Journal of Chemical Education, 98(12), 3947-3956. https://doi.org/10.1021/acs.jchemed.1c00580
López, N. R. (2024). Gamificación para química analítica: Un cuarto de escape digital: Educación Química, 35(2), 187-195. https://www.scielo.org.mx/scielo.php?pid=S0187-893X2024000200187&script=sci_arttext&tlng=es
Lutfi, A., Aftinia, F. y Eka, B. (2023). Gamification: Game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. Journal of Technology and Science Education, 13(1), 193. https://doi.org/10.3926/jotse.1842
Mabalay, A. A. (2025). Gamification for sustainability: A systematic review of applications, trends, and opportunities. Computers in Human Behavior, 165, 108529. https://doi.org/10.1016/j.chb.2024.108529
Manivel, R. A., Ramos, M., Sánchez, R. y Campos, A. G. (2024). Gamificación como estrategia para mejorar el rendimiento académico en el laboratorio de Química Inorgánica. Educación Química, 35(4), 60-68. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2024000400060
Ng, S. F., Dawie, D. D. S. A., Chong, W. W., Jamal, J. A., Rahman, S. N. A. A. y Jamal, J. I. (2021). Pharmacy student experience, preference, and perceptions of gaming and game-based learning. Currents in Pharmacy Teaching and Learning, 13(5), 479-491. https://doi.org/10.1016/j.cptl.2021.01.019
Nieto, F. A. y Roldán, M. D. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648552
Pierre, J. J. y Zhong, J. (2025). Custom-Designed Video Game for Chemistry Revision Gamification. Journal of Chemical Education, 102(11), 5003-5009. https://doi.org/10.1021/acs.jchemed.5c00700
Rahman, H., Wahid, S. A., Ahmad, F. y Ali, N. (2024). Game-based learning in metaverse: Virtual chemistry classroom for chemical bonding for remote education. Education and Information Technologies, 29(15), 19595-19619. https://doi.org/10.1007/s10639-024-12575-5
Reina, A., Lhardy, C., García, H., Gracia, J., Marín, A. y Reina, M. (2023). GALIO Gaming: Aprendizaje Lúdico de Química Inorgánica y Orgánica Parte 1: Desarrollo de un proyecto lúdico-didáctico en la Facultad de Química de la UNAM. Educación química, 34(2), 108-138. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2023000200108
Roman, C., Delgado, M. Á. y García, M. (2025). Embracing the efficient learning of complex distillation by enhancing flipped classroom with tech-assisted gamification. Education for Chemical Engineers, 50, 14-24. https://doi.org/10.1016/j.ece.2024.11.001
Rosero, M. C., Peña, A. C. y Arteaga, D. (2025). Quimicocos de papel: Una apuesta divertida para estudiar los principios de la química verde. Educación química, 36(2), 109-115. https://dialnet.unirioja.es/servlet/articulo?codigo=10373621
Roy, B., Gasca, S. y Winum, J. Y. (2023). Chem’Sc@pe: An Organic Chemistry Learning Digital Escape Game. Journal of Chemical Education, 100(3), 1382-1391. https://doi.org/10.1021/acs.jchemed.2c01105
Sánchez, A. L., Camacho, O. R., Lozano, L. M., Rivas, M. F., Parra, A. y Avalos, Y. P. (2023). Enhancing Chemistry Laboratory Teaching through Gamification: The IQ-Mobile race. 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 1-4. https://doi.org/10.1109/TALE56641.2023.10398328
Sheffield, R. S., Koul, R. B. y Sims, C. (2024). Game-based science simulations to support learning and teaching: Science pre-service teachers’ perceptions. Innovation and Education, 6(1), 1-29. https://doi.org/10.1163/25248502-bja00003
Suárez, M. J., Blanco, A. M. y Gutiérrez, A. J. (2023). Gamification in thermal engineering: Does it encourage motivation and learning? Education for Chemical Engineers, 45, 41-51. https://doi.org/10.1016/j.ece.2023.07.006
Tajuelo, L. y Cañón, G. P. (2021). Un ejemplo de actividad de escape room sobre física y química en educación secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(2), 2205-2205. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2205
Udeozor, C., Toyoda, R., Russo, F. y Glassey, J. (2023). Digital games in engineering education: Systematic review and future trends. European Journal of Engineering Education, 48(2), 321-339. https://doi.org/10.1080/03043797.2022.2093168
Vargas, Y. M., Obaya, A. E., Sosa, P., Rivero, D. E. y Lima, S. (2023). El cubo RUBIQUIM como herramienta en el aprendizaje basado en juegos para la enseñanza de la nomenclatura química inorgánica de sales binarias. Educación química, 34(3), 143-161. https://n9.cl/l72k2q
Vrcelj, A., Hoić, N. y Dlab, M. H. (2023). Use of Gamification in Primary and Secondary Education: A Systematic Literature Review. International Journal of Educational Methodology, 9(1), 13-27. https://doi.org/10.12973/ijem.9.1.13
Yılmaz, S. S. y Yaşar, M. D. (2023). Effects of Web 2.0 Tools (Kahoot, Quizlet, Google Form Example) on Formative Assessment in Online Chemistry Courses. Journal of Science Learning, 6(4), 442-456. https://doi.org/10.17509/jsl.v6i4.60479