Educational practitioners are always looking for new and better ways to scaffold student learning; the latest approach that has become popular is called gamification.The aim of this research is to explore the concept of gamification and to review current research and publications about gamification for education. To do so, the systematic analysis of publications was chosen as research method. During the research, 91 articles published since 2012, obtained via the "Scopus" and "SAGE Publications" databases, were reviewed. Articles were classified by publication year, research areas, longitude, research methodology and used keywords in the articles.The study shows that there is little research that gives comprehensive insight into the concept of gamification for education, because the concept of gamification is relatively new. But gamification has a positive impact on student motivation and attitude changes.

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Technologies are an indispensable part of the 21 st century; they shape people's lives, and it is getting more difficult to get and hold the attention of people, especially the younger generation, because of the ever-growing stream of information and information channels and platforms. In order to engage and motivate the learning of the younger generation, teachers cannot ignore the role of technologies in young people's lives. The aim of this research is to identify opportunities to develop learning motivation and its correlation with technology-enhanced learning, as well as to compile the latest and most appropriate motivation theories in a contemporary context. To do so, a literature review was chosen as a research method to review articles obtained via the Scopus database, using the keyword 'learning motivation' to select the research units. For the systematic analysis of publications, the English language and open access availability were chosen as parameters to reduce the number of articles to review. To better understand the learning environment and the potential impact of technology-enhanced learning on learning motivation, a survey was carried out on secondary school students (10 th to 12 th grade) in Riga, Latvia.

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