THE USE OF GAMIFICATION AS A DIGITAL EDUCATIONAL TECHNOLOGY IN SECONDARY EDUCATION IN EUROPEAN COUNTRIES
DOI:
https://doi.org/10.34142/23128046.2026.60.07Keywords:
gamification, digital technologies, secondary schools, ClassDojo, Kahoot, immersive learning, motivation, student engagement, case studyAbstract
This article presents the results of a systematic review of 10 international research studies (2015–2023) focusing on the use of digital gamification technologies in general secondary education institutions (GSEIs) in European countries. The relevance of this study stems from the digital transformation of education, recognized as a strategic priority within the EU Action Plan on Digital Education (2021), as well as the underrepresentation of the secondary school level in the existing scientific literature, where the vast majority of studies focus on higher education institutions, leaving a significant research gap.
The aim of this article is to analyze best practices in the application of gamification in secondary education in European countries, as well as to formulate recommendations for their adaptation in Ukraine. The study is based on a number of theoretical methods: systematic content analysis, comparative analysis, generalization, and systematization. In the first stage, 120 scientific publications and abstracts were analyzed, after which, through the consistent application of quality criteria, 10 key sources were identified that represent the main trends in the application of digital gamification technologies in secondary schools in European countries.
Based on the results of the analysis, eight specific case studies from the United Kingdom, Croatia, Sweden, Portugal, and Germany were selected and described. Each case was examined according to nine parameters: technology name, type, country, educational level, subject, format of use, description of the practice, results, and effectiveness. Among the technologies analyzed were motivation management platforms (ClassDojo), interactive polling tools (Kahoot!, Quizlet, Plickers), role-playing environments (Classcraft), and immersive game installations. It was found that gamified technologies have a consistently positive impact on student motivation and engagement, although effectiveness varies depending on gender, the presence of special educational needs, and the teacher’s pedagogical approach. The accumulated international experience is viewed as a promising foundation for improving practices in domestic general secondary schools in the context of implementing the New Ukrainian School (NUS).
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