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Abstract

 To analyze recent academic evidence on Game-Based Learning (GBL) in Natural Science teaching at the primary level, identifying its impact on the development of scientific competencies and its pedagogical relevance. This study was conducted through a systematic review under the PRISMA method, integrating articles published between 2017 and 2025 from databases such as Scopus, Web of Science, ERIC, SciELO, and Redalyc. Findings reveal that GBL enhances motivation, conceptual understanding, and competencies such as observation, experimentation, and scientific reasoning. Likewise, it promotes meaningful learning in both rural and urban contexts, strengthening scientific literacy from early ages. Successful experiences link games with inquiry, collaboration, and the use of emerging technologies. GBL goes beyond playfulness by establishing itself as a transformative strategy for science education, fostering active participation, inclusion, and the social construction of knowledge. Future longitudinal and comparative studies are suggested to assess the sustainability of its effects in diverse educational contexts.