BEYOND PLAY: HOW LUDIC FRAMEWORKS ACTUALLY SHAPE LEARNER SELF-REGULATION IN PRIMARY SCHOOLS

This paper digs into how "gamifying" a classroom impacts the way primary school kids manage their own learning. While many see game mechanics as mere fun, we argue they act as vital scaffolding for cognitive self-governance. By looking at real data from recent classroom experiments, we show that tools like XP and instant feedback loops change the student-teacher dynamic. Instead of just following orders, kids start to own their progress. We also discuss why platforms like ClassDojo and Quizizz work—and where they fall short. The goal here is to show that a well-handled gamified environment isn’t just about badges; it’s about building autonomy for a digital-heavy future.