Methodological Approaches to Gamification in Chemistry Education: A Systematic Review (2015–2025)

This study analyzes the methodological approaches used in the implementation of gamified activities in chemistry teaching. A systematic literature review was conducted following the PRISMA 2020 protocol, examining research published in Scopus between 2015 and 2025. A total of 43 studies were selected that describe methodological designs, instruments, and procedures in chemistry education contexts. The data were organized using an analytical matrix focused on the type of approach (quantitative, qualitative, or mixed), study design, data collection instruments, and analyzed variables. The results show a predominance of quasi-experimental and mixed-method studies that integrate quantitative and qualitative procedures to assess academic performance, motivation, attitudes, and digital competencies. Gamification significantly enhances students’ motivation, engagement, understanding of chemical concepts, and development of STEM-related skills. The review also identifies limitations such as the need for teacher training, technological resources, and structured planning. These findings contribute to guiding future research and pedagogical practices in chemistry education, reinforcing the use of evidence-based gamified strategies.