Experiential learning theory in serious games and gamification in the educational context: an integrative review

Abstract

This study aimed to analyze how Experiential Learning Theory has been applied in 
research addressing serious games and gamification in educational contexts. This integrative literature 
review was conducted using the PICo strategy. Searches were performed in the Web of Science, Scopus, 
and Biblioteca Virtual em Saúde databases, considering articles published in Portuguese, English, or 
Spanish over the past ten years. The study selection process followed the PRISMA guidelines, resulting 
in the inclusion of 20 articles, which were subjected to thematic analysis. The results indicate a 
predominance of serious games over gamification strategies, highlighting the greater use of structured 
game environments as pedagogical resources to promote learning experiences based on action, decision
making, and problem-solving. It was also observed that Experiential Learning Theory has frequently been 
used as a conceptual foundation for the pedagogical design of games and gamified activities, although, in 
some studies, its application is more descriptive than analytical. The findings suggest that serious games 
and gamification have the potential to operationalize the principles of experiential learning in different 
educational contexts. However, challenges remain regarding the conceptual clarity between these 
approaches and the more systematic incorporation of the theory into the development and evaluation of 
these pedagogical strategies.