Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.

In this article, we examined the impact of creativity on pedagogical tolerance and lack of tolerance of teachers and students in the educational process. The psychological and social task of educating the individual is transferred to the pedagogical plan and in many ways sounds like the education of a tolerant consciousness. In fact, we see this as a model of the worldview problem that we solve in society and teachers. Addressing the problem of tolerance is now one of the principles of humanization of psychology. Pedagogical tolerance as a personal quality is an integral part of a number of professional competencies of employees of the education system. The lack of tolerance of teachers with an expressed authoritarian style of teaching and pedagogical communication consists of negative psychological characteristics that often manifest themselves in relation to students, which leads to extremely negative, and sometimes simply destructive consequences in teaching practice.