Gamificación como estrategia para mejorar la motivación y el rendimiento académico

Diana Carolina Chernes Pazmiño; Wellington Julio Hidalgo Vera; Gloria Silvana Robinson Valverde; Violeta Virginia Vera Yepez; Oscar Javier Jumbo Obaco

doi:10.63803/prisma.v2n1.11

Authors

Diana Carolina Chernes Pazmiño Escuela de Educación Básica 13 de abril Author
Wellington Julio Hidalgo Vera Escuela de Educación Básica 13 de abril Author
Gloria Silvana Robinson Valverde Escuela de Educación Básica 13 de abril Author
Violeta Virginia Vera Yepez Escuela de Educación Básica 13 de abril Author
Oscar Javier Jumbo Obaco Unidad Educativa Mocache Author

DOI:

https://doi.org/10.63803/prisma.v2n1.11

Keywords:

Gamification, Motivation, Academic performance, Meaningful learning, Pedagogical strategies

Abstract

Gamification has emerged as an innovative pedagogical strategy capable of transforming teaching and learning processes through the integration of game-like elements into formal educational environments. This article examines how incorporating mechanisms such as points, levels, rewards, immediate feedback, and progressive challenges can significantly strengthen students’ intrinsic and extrinsic motivation. Recent research shows that gamification fosters engagement, active participation, and self-regulated learning, all of which directly influence academic performance. Additionally, the article discusses the conditions required for effective implementation, emphasizing the importance of instructional design, clear learning objectives, and pedagogical alignment. Overall, the findings suggest that gamification not only increases student motivation but also contributes to the development of essential cognitive and socio-emotional competencies that support meaningful and sustainable learning.

Downloads

Download data is not yet available.

References

Bahri Yusof, M. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6

Bai, S., Hew, K., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100322

Cabero-Almenara, J., Barroso-Osuna, J., Rodríguez-Gallego, M., & Palacios-Rodríguez, A. (2020). La Competencia Digital Docente. El caso de las universidades andaluzas. Aula Abierta, 4(49), 363–372. https://doi.org/10.17811/rifie.49.4.2020.363-372

Cho, J., Jung, T., Macleod, K., & Swenson , A. (2021). Using Virtual Reality as a Form of Simulation in the Context of Legal Education. Springer.

Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education , 14( 9 ). https://doi.org/10.1186/s41239-017-0042-5

Fraenkel, J., Wallen , N., & Hyun, H. (2022). How to Design and Evaluate Research in Education. McGraw-Hill.

George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9780429056765

Hair Jr, J., M. Hult, G., M. Ringle, C., Sarstedt, M., P. Danks, N., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Springer.

Hernández-Sampieri, R., Mendoza Torres, C. P., y Baptista Lucio, P. (2021). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta (7.ª ed.). McGraw-Hill.

Huang, B., Hew, K., & Lo, C. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653

INEC. (2023). Tecnologías de la Información y Comunicación (TIC) – Encuesta nacional de empleo, desempleo y subempleo. https://www.ecuadorencifras.gob.ec/tecnologias-de-la-informacion-y-comunicacion-tic/

Li, Y., Wu, R., Li, D., & Fan, H. (2019). Can scarcity of products promote or restrain consumers' word-of-mouth in social networks? The moderating roles of products' social visibility and consumers' self-construal. Computers in Human Behavior, 95, 14-23. https://doi.org/10.1016/j.chb.2019.01.013

M. Ryan, R., & Deci , E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Panadero, E., Andrade, H., & Brookhart , S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45, 13–31. https://doi.org/10.1007/s13384-018-0258-y

Subhash, S., y Cudney, E. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206. https://doi.org/10.1016/j.chb.2018.05.028

Tabachnick , B., & Fidell, L. (2022). Using Multivariate Statistics, 7th edition. Pearson.

UNESCO. (2022). Global education monitoring report 2022: Technology in education—A tool on whose terms? UNESCO Publishing.

Zainuddin , Z., Kai Wah Chu, S., Shujahat, M., & Perera, C. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100326