Gamification in Natural Science Learning Among High School Students

Abstract

In the contemporary educational context, gamification emerges as a transformative pedagogical strategy for the teaching of Natural Sciences at the high school level, addressing traditional challenges such as lack of motivation, conceptual abstraction, and the theory–practice gap. This article analyzes its implementation from an interdisciplinary perspective, integrating the principles of active pedagogy, meaningful learning theories, and constructivism with digital tools and playful dynamics. The review shows that gamification requires a structured implementation in three phases: (1) selection of games aligned with the curriculum, (2) pedagogical integration into instructional sequences, and (3) teacher training in gamified design. Cited studies demonstrate its positive impact on academic performance, collaboration, and classroom climate, reframing error as an opportunity for learning. Nevertheless, the need for continuous teacher training and for adapting strategies to specific educational contexts is emphasized, in order to avoid superficial approaches.