From Points to Pedagogy: A Theoretical Framework for Gamified Learning in Secondary Education

This paper proposes a theoretical framework for integrating gamified learning platforms into secondary education, synthesizing insights from cognitive load theory, self-determination theory, and constructivist pedagogy. While gamification is often reduced to superficial mechanics—points, badges, leaderboards—this work argues for a deeper alignment between game design principles and educational objectives. We model how well-calibrated gamified systems can optimize intrinsic motivation, scaffold cognitive engagement, and enhance long-term retention through reward prediction and spaced repetition dynamics. By embedding feedback loops and goal-based progression into curriculum delivery, gamified platforms can transform passive learning environments into active, self-regulating ecosystems. The proposed framework is designed to be modular and adaptable, supporting differentiated instruction and learner autonomy without compromising academic rigor. Finally, we explore the implications for EdTech design, suggesting a shift from novelty-based gamification toward intentional, evidence-driven pedagogical integration. This study lays the groundwork for future empirical validation and large-scale implementation in diverse educational contexts.