Transforming the classroom through play: A systematic review on gamification as a preventive tool against school violence
DOI:
https://doi.org/10.5281/zenodo.18089812Keywords:
school coexistence, gamification, school violenceAbstract
This systematic review evaluates recent evidence on gamification as a pedagogical strategy to prevent violence and strengthen coexistence in primary and secondary education. Following the PRISMA 2020 guidelines, a search was conducted in Scopus and SciELO for studies published between 2010 and 2025. Of the initial 41.900 records, 33 studies met the inclusion criteria. The results show that gamification, when used for educational purposes and with teacher support, enhances empathy, assertiveness, and emotional self-regulation, reduces aggressive behaviors, and fosters a more collaborative school climate. Its effectiveness depends on the pedagogical design, curricular coherence, and teacher training. Among the most frequent limitations are the short duration of the interventions and the lack of longitudinal follow-up. Overall, the evidence supports the idea that gamification is an innovative and viable alternative for promoting inclusive and peaceful educational environments, provided it is implemented in a planned and contextualized manner.
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