Gamification in learning: boundaries and ways to use it

Tat&#039;yana Anisimova

UDC

378.147

GAMIFICATION IN LEARNING: BOUNDARIES AND WAYS TO USE IT Gamification in learning: boundaries and ways to use it

АА Аа

Published in Bulletin of the Kaliningrad branch of the Saint-Petersburg University of the Ministry of Internal Affairs of Russia · Pages 96–104 · Rubric: PEDAGOGICAL ASPECTS OF PROFESSIONAL TRAINING

Received: 08.05.2026 Accepted: 21.05.2026 Published: 30.06.2026

Authors

Tat'yana Anisimova

ORCID SPIN

Tat'yana Anisimova

Academic degree: doctor of philological sciences

Science rang: professor

Kaliningradskiy filial Sankt-Peterburgskogo universiteta MVD Rossii professor · SEiGD · Russian Federation

ORCID SPIN

ABSTRACT

Annotation. Introduction. The article presents an analytical review of current scientific works in the field of gamification of education. The aim of the study conducted by the author was to identify interpretation options for the concept under consideration and trends in the use of the corresponding term. The results of the analysis are intended to deepen the theoretical understanding of the role of gamification in the educational process, clarify the understanding of its essence and purpose, and identify the boundaries of its optimal use. Methods. A set of methods traditional for such studies was used: comparative and taxonomic analysis, abstraction, modeling, interpretation. Results. Despite the large number of works devoted to the problem of introducing gamification techniques and methods into education, a consensus on the content of this concept has not yet been reached. The article traces the transformation of views on this pedagogical phenomenon: the introduction of any games into the educational process; identification of gamification with computer games; the use of game mechanics in a non-game context. Accordingly, ideas about the place of gamification in the educational process are also ambiguous. Supporters see it as a «breakthrough technology» of the digital age and an effective means of motivating students; opponents of its widespread implementation believe that games can be a distraction and focus solely on entertainment rather than learning. In the scientific literature, most authors discuss only the general usefulness of gamification for increasing learner motivation, but there are very few descriptions of specific methods for its implementation. The reasons for this lie in a number of difficulties, primarily: 1) the increased labor intensity of creating gamified scenarios; 2) the need to develop scenario variants that take into account the motives, needs, and capabilities of learners; 3) the relevance of game-based methods only for certain types of activities.

KEYWORDS

Gamification, extrinsic and intrinsic learner motivation, game mechanics, game technologies, game scenarios, educational technologies

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GAMIFICATION IN LEARNING: BOUNDARIES AND WAYS TO USE IT Gamification in learning: boundaries and ways to use it

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