Education, gamification and programming: convergences from scientific literature

Abstract

The study analyzed the evolution of educational approaches from traditional models to active, student-centered pedagogical proposals through a critical review of specialized scientific literature. In this context, the convergence between gamification and programming was examined as emerging pedagogical strategies aimed at strengthening teaching and learning processes. The research was conducted through a systematized literature review of scientific articles, academic theses, and specialized documents related to the use of gamification and visual programming tools in formal educational settings. The results showed that gamification increased motivation, participation, and critical thinking, while programming promoted the development of logical thinking, creativity, and problem-solving skills, particularly through visual environments such as Scratch, Stencyl, and mBlock. Limitations related to teacher training, curricular integration of digital technologies, and the need for pedagogical intentionality were also identified. It was concluded that the articulation between gamification and programming represents a relevant pedagogical pathway for promoting meaningful, inclusive learning aligned with contemporary educational demands.