Gamifying Learning with AI: A Pathway to 21st-Century Skills 

This systematic review examines how gamification and artificial intelligence (AI)can converge to foster essential 21st-century skills like creativity, collaboration,and critical thinking in education. The review followed the main PRISMA state-ment guidelines, resulting in 175 articles for qualitativ...

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Detalles Bibliográficos
Autores: Gómez Niño, Julián Ricardo, Árias Delgado, Liliana Patricia, Chiappe, Andrés, Ortega González, Èric
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/223984
Acceso en línea:https://hdl.handle.net/2445/223984
Access Level:acceso abierto
Palabra clave:Educació
Ludificació
Intel·ligència artificial
Pensament creatiu
Education
Gamification
Artificial intelligence
Creative thinking
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spelling Gamifying Learning with AI: A Pathway to 21st-Century Skills Gómez Niño, Julián RicardoÁrias Delgado, Liliana PatriciaChiappe, AndrésOrtega González, ÈricEducacióLudificacióIntel·ligència artificialPensament creatiuEducationGamificationArtificial intelligenceCreative thinkingThis systematic review examines how gamification and artificial intelligence (AI)can converge to foster essential 21st-century skills like creativity, collaboration,and critical thinking in education. The review followed the main PRISMA state-ment guidelines, resulting in 175 articles for qualitative content analysis andbibliometric network visualization using VOSviewer. Key findings emerged: 1)Priority skills included creativity, collaboration, communication, and critical think-ing. 2) Gamification enhances motivation, engagement, and skill acquisition viagame elements. 3) AI personalizes learning experiences, provides feedback, andadapts gamified content. 4) Social interactions in virtual gamified environmentspromote collaboration. Gamification taps into motivational aspects of games,while AI enables personalized, adaptive learning experiences. Together, theyoffer innovative strategies for transforming education into an engaging, perso-nalized process for developing vital competencies. This review provides valuableinsights for teachers, instructional designers, and policymakers seeking to pre-pare students for future challenges through leveraging gamification and AI infostering 21st-century skills.Taylor & Francis2025202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion16 p.application/pdfhttps://hdl.handle.net/2445/223984Articles publicats en revistes (Teoria i Història de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1080/02568543.2024.2421974JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 2025, vol. 39, num.4, p. 735-750https://doi.org/10.1080/02568543.2024.2421974cc by-nc-nd (c) Gómez Niño, Julián Ricardo et al., 2025https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2239842026-05-29T05:05:01Z
dc.title.none.fl_str_mv Gamifying Learning with AI: A Pathway to 21st-Century Skills 
title Gamifying Learning with AI: A Pathway to 21st-Century Skills 
spellingShingle Gamifying Learning with AI: A Pathway to 21st-Century Skills 
Gómez Niño, Julián Ricardo
Educació
Ludificació
Intel·ligència artificial
Pensament creatiu
Education
Gamification
Artificial intelligence
Creative thinking
title_short Gamifying Learning with AI: A Pathway to 21st-Century Skills 
title_full Gamifying Learning with AI: A Pathway to 21st-Century Skills 
title_fullStr Gamifying Learning with AI: A Pathway to 21st-Century Skills 
title_full_unstemmed Gamifying Learning with AI: A Pathway to 21st-Century Skills 
title_sort Gamifying Learning with AI: A Pathway to 21st-Century Skills 
dc.creator.none.fl_str_mv Gómez Niño, Julián Ricardo
Árias Delgado, Liliana Patricia
Chiappe, Andrés
Ortega González, Èric
author Gómez Niño, Julián Ricardo
author_facet Gómez Niño, Julián Ricardo
Árias Delgado, Liliana Patricia
Chiappe, Andrés
Ortega González, Èric
author_role author
author2 Árias Delgado, Liliana Patricia
Chiappe, Andrés
Ortega González, Èric
author2_role author
author
author
dc.subject.none.fl_str_mv Educació
Ludificació
Intel·ligència artificial
Pensament creatiu
Education
Gamification
Artificial intelligence
Creative thinking
topic Educació
Ludificació
Intel·ligència artificial
Pensament creatiu
Education
Gamification
Artificial intelligence
Creative thinking
description This systematic review examines how gamification and artificial intelligence (AI)can converge to foster essential 21st-century skills like creativity, collaboration,and critical thinking in education. The review followed the main PRISMA state-ment guidelines, resulting in 175 articles for qualitative content analysis andbibliometric network visualization using VOSviewer. Key findings emerged: 1)Priority skills included creativity, collaboration, communication, and critical think-ing. 2) Gamification enhances motivation, engagement, and skill acquisition viagame elements. 3) AI personalizes learning experiences, provides feedback, andadapts gamified content. 4) Social interactions in virtual gamified environmentspromote collaboration. Gamification taps into motivational aspects of games,while AI enables personalized, adaptive learning experiences. Together, theyoffer innovative strategies for transforming education into an engaging, perso-nalized process for developing vital competencies. This review provides valuableinsights for teachers, instructional designers, and policymakers seeking to pre-pare students for future challenges through leveraging gamification and AI infostering 21st-century skills.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/223984
url https://hdl.handle.net/2445/223984
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1080/02568543.2024.2421974
JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 2025, vol. 39, num.4, p. 735-750
https://doi.org/10.1080/02568543.2024.2421974
dc.rights.none.fl_str_mv cc by-nc-nd (c) Gómez Niño, Julián Ricardo et al., 2025
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc by-nc-nd (c) Gómez Niño, Julián Ricardo et al., 2025
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 16 p.
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Teoria i Història de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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