A systematic literature review of the global experience of applying the gamification approach in teaching school geography

A. Shernay Nazerke¹Yerlan Issakov^1*Nurbol Ussenov¹Gaukhar Aubakirova²Perizat Bakirbayeva²Didar Kadirbayeva³Nurdana Assen²Zhulduz Nizamatdinova⁴Tamara Gajić^5*

• ¹Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
• ²Al-Farabi Kazakh National University, Almaty, Kazakhstan
• ³Karaganda Buketov University, Karaganda, Kazakhstan
• ⁴Sh Esenov atyndagy Kaspiy memlekettik tekhnologiyalar zhene inzhiniring universiteti, Aktau, Kazakhstan
• ⁵Geographical Institute Jovan Cvijić, Serbian Academy of Sciences and Arts, Belgrade, Serbia

The rapid development of innovative learning technologies in recent years has served as a basis for the transition from traditional teaching methods to interactive, learner-centered approaches. Among such methods, gamification is recognized as a promising pedagogical tool aimed at increasing students' interest, motivation and engagement in learning. This article proposes a systematic literature review (SLR) of research on the use of gamification in school geography teaching. This review followed the PRISMA protocol and PICOS criteria to ensure transparency and reproducibility. The purpose of the study-Evaluating the effectiveness and directions of gamification in geography lessons and identifying problems arising in the process of its implementation in practice. The research was based on the PRISMA methodology. The search in the international databases Scopus and Google Scholar initially resulted in 22,712 documents. After refining the search, duplicates and irrelevant papers were excluded and 40 scientific articles published between 2019 and 2024 were analysed in depth. VOSviewer software was used to visualise bibliometric connections and thematic clusters. The results showed that gamification has a positive effect on students' cognitive development, motivation and spatial reasoning. However, the use of subject-specific digital tools, adapting content to match students' learning styles, and assessing long-term changes in motivation have not been sufficiently explored. Experience with interactive maps, mobile applications and VR/AR technologies, especially in geography, is rare. Infrastructure, teacher training and challenges of adaptation in rural school settings also require attention. The results show that gamification has a positive effect on students' motivation and cognitive development, but the limitations are related to the small number of empirical studies and insufficient representation of developing countries. Future research should evaluate the long-term effects of gamification and the possibilities of its wider application in geography teaching.