Gamification and artificial intelligence have gained an important role in education, so much so that they have been considered to improve learning and skills development. Hence, the aim is to analyze the conceptual patterns between gamification and artificial intelligence in education, by reviewing 41 scientific articles from the databases Web of Science and Scopus that combine both terminologies to examine the level of education, role in the educational process, artificial intelligence technology used, elements of games and contributions to education. The results show their connection is mostly observed in higher education and in secondary education for the learning process of students, while the use of artificial intelligence is mostly used in the processing of computerized vision, natural language and use of algorithms through assisted digital platforms. In turn, the main elements incorporated in these experiences are points, levels and competence, giving added value in the teaching process. Finally, the significant contributions are directed towards the teaching of new skills and to the optimization of performance. While there are positive effects on the use of artificial intelligence and gamification as adaptive tools that allow optimizing feedback and help students achieve their objectives, there is still a need to explore this connection at other educational levels, in other roles and with other artificial intelligence and playful technologies, making it possible to expand the implementation in this context.