Gamificação a Longo Prazo em Contextos Educacionais: Um Mapeamento Sistemático
Resumo
A gamificação é uma estratégia muito utilizada no contexto educacional. No entanto, seu uso em intervenções prolongadas ainda representa uma lacuna recorrente. Diante disso, este artigo apresenta um Mapeamento Sistemático da Literatura, com o objetivo de investigar os impactos da gamificação a longo prazo em contextos educacionais. Os resultados evidenciam efeitos predominantemente positivos em diferentes objetivos educacionais, especialmente quando elementos gamificados são aplicados de forma alinhada ao contexto pedagógico e ao perfil dos estudantes. Além disso, o estudo identifica os principais elementos gamificados e métodos de avaliação utilizados nos estudos selecionados.
Palavras-chave:
Gamificação, Engajamento a Longo Prazo, Mapeamento Sistemático
Referências
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CHANS, G. M.; CASTRO, M. P. Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, MDPI, v. 10, n. 10, p. 132, 2021.
CHEN, I.-H. et al. Formative assessment with interactive whiteboards: A one-year longitudinal study of primary students' mathematical performance. Computers & Education, Elsevier, v. 150, p. 103833, 2020.
CHEN, S.-l.; LIU, Y.-T. Learning by designing or learning by playing? a comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains. Interactive Learning Environments, Taylor & Francis, v. 31, n. 7, p. 4309–4323, 2023.
FERNANDEZ-RIO, J. et al. Gamification and physical education. viability and preliminary views from students and teachers. Physical education and sport pedagogy, Taylor & Francis, v. 25, n. 5, p. 509–524, 2020.
HSIA, L.-H. et al. Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory. Computers & Education, Elsevier, v. 227, p. 105212, 2025.
HUANG, B.; HEW, K. Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology Society, v. 24, p. 44–63, 01 2021.
ISMAIL, M. I.; BAKAR, N. A. A.; MOHAMED, M. Assessment and modulation of student behavior through persuasive design. Asian Journal of University Education, v. 15, n. 3, p. 117–128, 2019.
JOHN, I.; HESS, A.; FERTIG, T. No more binge learning-using gamification elements to support distributed practice in engineering education. In: IEEE. 2025 IEEE Global Engineering Education Conference (EDUCON). [S.l.], 2025. p. 1–5.
KAM, A. H.; UMAR, I. N. Fostering autonomous motivation: a deeper evaluation of gamified learning. Journal of Computing in Higher Education, Springer, v. 36, n. 2, p. 368–388, 2024.
KEELE, S. et al. Guidelines for performing systematic literature reviews in software engineering. [S.l.], 2007.
KHASAWNEH, Y. J. A.; KHASAWNEH, N.; KHASAWNEH, M. A. S. Exploring the long-term effects: Retention and transfer of skills in gamified learning environment. International Journal of Data & Network Science, v. 8, n. 1, 2024.
KIRSCH, J.; SPRECKELSEN, C. Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study. BMC medical education, Springer, v. 23, n. 1, p. 259, 2023.
LATULIPE, C.; LONG, N. B.; SEMINARIO, C. E. Structuring flipped classes with lightweight teams and gamification. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education. [S.l.: s.n.], 2015. p. 392–397.
LI, X.; YANG, Y.; CHU, S. K. W. How does gamification bring long-term sustainable effects on children's learning? implications from a crossover quasi-experimental study. Educational technology research and development, Springer, v. 72, n. 3, p. 1357–1381, 2024.
LOOYESTYN, J. et al. Does gamification increase engagement with online programs? PloS one, v. 12, n. 3, p. e0173403, 2017.
MACHADO, A. P.; ROSTAS, G. R.; CABREIRA, T. M. Gamificação na educação básica: Uma revisão sistemática do cenário nacional. Simpósio Brasileiro de Informática na Educação (SBIE), SBC, p. 738–751, 2023.
MACHAJEWSKI, S. T. Application of gamification in a college STEM introductory course: A case study. [S.l.]: Northcentral University, 2017.
MURILLO-ZAMORANO, L. R. et al. Gamification in higher education: The econ+ star battles. Computers & Education, Elsevier, v. 194, p. 104699, 2023.
ÖZDENER, N. Gamification for enhancing web 2.0 based educational activities: The case of pre-service grade school teachers using educational wiki pages. Telematics and Informatics, Elsevier, v. 35, n. 3, p. 564–578, 2018.
PETROVIC-DZERDZ, M. Gamifying online tests to promote retrieval-based learning. The International Review of Research in Open and Distributed Learning, v. 20, n. 2, 2019.
PRENSKY, M. Nativos digitales, inmigrantes digitales. On the horizon, v. 9, n. 5, p. 1–7, 2001.
RODRIGUES, L. et al. Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, Springer, v. 19, n. 1, p. 13, 2022.
RODRIGUES, L. et al. Personalized gamification: A literature review of outcomes, experiments, and approaches. In: Eighth international conference on technological ecosystems for enhancing multiculturality. [S.l.: s.n.], 2020. p. 699–706.
SANTAELLA, L.; NESTERIUK, S.; FAVA, F. Gamificação em debate. [S.l.]: Blucher São Paulo, 2018.
SUHERDI, D.; GUNAWAN, W. et al. The effects of teaching presence on students' motivation and performance in a long-term online gamified efl listening course. International Journal of Instruction, v. 16, n. 2, p. 1111–1134, 2023.
TOLOMEI, B. V. A gamificação como estratégia de engajamento e motivação na educação. EAD em foco, v. 7, n. 2, 2017.
TÓTH, Á.; LÓGÓ, P.; LÓGÓ, E. The effect of the kahoot quiz on the student's results in the exam. Periodica Polytechnica Social and Management Sciences, v. 27, n. 2, p. 173–179, 2019.
TSAY, C. H.-H. et al. Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, Wiley Online Library, v. 36, n. 2, p. 128–146, 2020.
WATSON-HUGGINS, J. An experimental study on the effects of a gamified software intervention in mathematics achievement among sixth grade students. [S.l.]: Nova Southeastern University, 2018.
XIAO, S.; LIANG, W.; TANG, Y. Classroom attention restoration using computer game rewarding mechanism. In: IEEE. 2018 13th International Conference on Computer Science & Education (ICCSE). [S.l.], 2018. p. 1–6.
YACOBSON, E. et al. Encouraging teacher-sourcing of social recommendations through participatory gamification design. In: SPRINGER. International Conference on Intelligent Tutoring Systems. [S.l.], 2021. p. 418–429.
YULIANA, O. Y.; PALUMIAN, Y. Gamification of learning management system improves students' engagement, active learning and performance. In: IEEE. 2023 14th International Conference on Information & Communication Technology and System (ICTS). [S.l.], 2023. p. 62–66.
BARATA, G. et al. Studying student differentiation in gamified education: A long-term study. Computers in human Behavior, Elsevier, v. 71, p. 550–585, 2017.
BRÄUER, P.; MAZARAKIS, A. How to design audio-gamification for language learning with amazon alexa?—a long-term field experiment. International Journal of Human–Computer Interaction, Taylor & Francis, v. 40, n. 9, p. 2343–2360, 2024.
BUCHINGER, D.; CAVALCANTI, G. A. de S.; HOUNSELL, M. da S. Mecanismos de busca acadêmica: uma análise quantitativa. Revista brasileira de computação aplicada, v. 6, n. 1, p. 108–120, 2014.
CHANS, G. M.; CASTRO, M. P. Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, MDPI, v. 10, n. 10, p. 132, 2021.
CHEN, I.-H. et al. Formative assessment with interactive whiteboards: A one-year longitudinal study of primary students' mathematical performance. Computers & Education, Elsevier, v. 150, p. 103833, 2020.
CHEN, S.-l.; LIU, Y.-T. Learning by designing or learning by playing? a comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains. Interactive Learning Environments, Taylor & Francis, v. 31, n. 7, p. 4309–4323, 2023.
FERNANDEZ-RIO, J. et al. Gamification and physical education. viability and preliminary views from students and teachers. Physical education and sport pedagogy, Taylor & Francis, v. 25, n. 5, p. 509–524, 2020.
HSIA, L.-H. et al. Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory. Computers & Education, Elsevier, v. 227, p. 105212, 2025.
HUANG, B.; HEW, K. Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology Society, v. 24, p. 44–63, 01 2021.
ISMAIL, M. I.; BAKAR, N. A. A.; MOHAMED, M. Assessment and modulation of student behavior through persuasive design. Asian Journal of University Education, v. 15, n. 3, p. 117–128, 2019.
JOHN, I.; HESS, A.; FERTIG, T. No more binge learning-using gamification elements to support distributed practice in engineering education. In: IEEE. 2025 IEEE Global Engineering Education Conference (EDUCON). [S.l.], 2025. p. 1–5.
KAM, A. H.; UMAR, I. N. Fostering autonomous motivation: a deeper evaluation of gamified learning. Journal of Computing in Higher Education, Springer, v. 36, n. 2, p. 368–388, 2024.
KEELE, S. et al. Guidelines for performing systematic literature reviews in software engineering. [S.l.], 2007.
KHASAWNEH, Y. J. A.; KHASAWNEH, N.; KHASAWNEH, M. A. S. Exploring the long-term effects: Retention and transfer of skills in gamified learning environment. International Journal of Data & Network Science, v. 8, n. 1, 2024.
KIRSCH, J.; SPRECKELSEN, C. Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study. BMC medical education, Springer, v. 23, n. 1, p. 259, 2023.
LATULIPE, C.; LONG, N. B.; SEMINARIO, C. E. Structuring flipped classes with lightweight teams and gamification. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education. [S.l.: s.n.], 2015. p. 392–397.
LI, X.; YANG, Y.; CHU, S. K. W. How does gamification bring long-term sustainable effects on children's learning? implications from a crossover quasi-experimental study. Educational technology research and development, Springer, v. 72, n. 3, p. 1357–1381, 2024.
LOOYESTYN, J. et al. Does gamification increase engagement with online programs? PloS one, v. 12, n. 3, p. e0173403, 2017.
MACHADO, A. P.; ROSTAS, G. R.; CABREIRA, T. M. Gamificação na educação básica: Uma revisão sistemática do cenário nacional. Simpósio Brasileiro de Informática na Educação (SBIE), SBC, p. 738–751, 2023.
MACHAJEWSKI, S. T. Application of gamification in a college STEM introductory course: A case study. [S.l.]: Northcentral University, 2017.
MURILLO-ZAMORANO, L. R. et al. Gamification in higher education: The econ+ star battles. Computers & Education, Elsevier, v. 194, p. 104699, 2023.
ÖZDENER, N. Gamification for enhancing web 2.0 based educational activities: The case of pre-service grade school teachers using educational wiki pages. Telematics and Informatics, Elsevier, v. 35, n. 3, p. 564–578, 2018.
PETROVIC-DZERDZ, M. Gamifying online tests to promote retrieval-based learning. The International Review of Research in Open and Distributed Learning, v. 20, n. 2, 2019.
PRENSKY, M. Nativos digitales, inmigrantes digitales. On the horizon, v. 9, n. 5, p. 1–7, 2001.
RODRIGUES, L. et al. Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, Springer, v. 19, n. 1, p. 13, 2022.
RODRIGUES, L. et al. Personalized gamification: A literature review of outcomes, experiments, and approaches. In: Eighth international conference on technological ecosystems for enhancing multiculturality. [S.l.: s.n.], 2020. p. 699–706.
SANTAELLA, L.; NESTERIUK, S.; FAVA, F. Gamificação em debate. [S.l.]: Blucher São Paulo, 2018.
SUHERDI, D.; GUNAWAN, W. et al. The effects of teaching presence on students' motivation and performance in a long-term online gamified efl listening course. International Journal of Instruction, v. 16, n. 2, p. 1111–1134, 2023.
TOLOMEI, B. V. A gamificação como estratégia de engajamento e motivação na educação. EAD em foco, v. 7, n. 2, 2017.
TÓTH, Á.; LÓGÓ, P.; LÓGÓ, E. The effect of the kahoot quiz on the student's results in the exam. Periodica Polytechnica Social and Management Sciences, v. 27, n. 2, p. 173–179, 2019.
TSAY, C. H.-H. et al. Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, Wiley Online Library, v. 36, n. 2, p. 128–146, 2020.
WATSON-HUGGINS, J. An experimental study on the effects of a gamified software intervention in mathematics achievement among sixth grade students. [S.l.]: Nova Southeastern University, 2018.
XIAO, S.; LIANG, W.; TANG, Y. Classroom attention restoration using computer game rewarding mechanism. In: IEEE. 2018 13th International Conference on Computer Science & Education (ICCSE). [S.l.], 2018. p. 1–6.
YACOBSON, E. et al. Encouraging teacher-sourcing of social recommendations through participatory gamification design. In: SPRINGER. International Conference on Intelligent Tutoring Systems. [S.l.], 2021. p. 418–429.
YULIANA, O. Y.; PALUMIAN, Y. Gamification of learning management system improves students' engagement, active learning and performance. In: IEEE. 2023 14th International Conference on Information & Communication Technology and System (ICTS). [S.l.], 2023. p. 62–66.
Publicado
05/10/2026
Como Citar
DA SILVEIRA, Eric Carvalho; SANTOS, Maria Teresa Silva; KEMCZINSKI, Avanilde; SILVEIRA, Milene Selbach; GASPARINI, Isabela.
Gamificação a Longo Prazo em Contextos Educacionais: Um Mapeamento Sistemático. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1801-1815.
DOI: https://doi.org/10.5753/sbie.2026.28093.
