Given the rising interest in the educational potential of gamification, the aim of this work was to analyse recent scientific literature (2015–21) to determine the competences that primary education students developed in their learning through gamification, as well as identify the gamification strategies implemented and their effects on children. Texts were extracted from the WoS, Scopus and ERIC databases and screened to yield a sample of 63 documents. These documents were examined using a mixed methodology of qualitative treatment and content analysis. The results showed that the competences developed through gamification stimulate and reinforce children's socialisation skills and sense of exploration. Students exhibited a range of emotions in response to the dynamic gamification strategies. The mechanical strategies emphasised the importance of cooperation and challenges; the gamification elements included levels, points and badges. Indicators demonstrated that gamification has positive effect on motivation; the negative impact was almost non-existent.
Lorenzo et al. (2025) studied this question.