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LA GAMIFICACIÓN COMO ESTRATEGIA DIDÁCTICA PARA POTENCIAR EL APRENDIZAJE ACTIVO EN CONTEXTOS UNIVERSITARIOS.

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Bibliographic Details
Title: LA GAMIFICACIÓN COMO ESTRATEGIA DIDÁCTICA PARA POTENCIAR EL APRENDIZAJE ACTIVO EN CONTEXTOS UNIVERSITARIOS.
Alternate Title: GAMIFICATION AS A DIDACTIC STRATEGY TO ENHANCE ACTIVE LEARNING IN UNIVERSITY CONTEXTS.
Authors: Cuero, Miryan Patricia Recalde1 mrecaldec3@unemi.edu.ec, Santillan, David Antonio Delgado2 ddelgados2@unemi.edu.ec
Source: Ciencia y Educación (2707-3378). 2026 Special Issue, Vol. 7, p689-695. 17p.
Subject Terms: *Gamification, *Active learning, *Critical thinking, *Teaching methods, *Instructional systems design, *Higher education, Reward (Psychology), Cooperation
Abstract (English): The aim of this study was to systematically analyze the scientific evidence on gamification as a teaching strategy to enhance active learning in university students. A systematic review methodology was used, following the PRISMA guidelines, with a final sample of 75 scientific articles extracted from the Web of Science, Scopus, ERIC, and Google Scholar databases. Data analysis was performed using NVivo 12 software, applying a thematic coding procedure and categorization of strategies, competencies, and challenges. The main results show that 85% of the studies use Points, Badges, and Leaderboards (PBL) systems, and a positive impact on the development of transversal skills such as critical thinking (68% of the articles) and collaboration (55%) is evident. It is concluded that gamification is an effective pedagogical tool, whose success depends on instructional design aligned with clear pedagogical objectives and not solely on extrinsic rewards. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El objetivo de este estudio fue analizar sistemáticamente la evidencia científica sobre la gamificación como estrategia didáctica para potenciar el aprendizaje activo en estudiantes universitarios. Se empleó una metodología de revisión sistemática siguiendo las directrices PRISMA, con una muestra final de 75 artículos científicos extraídos de las bases de datos Web of Science, Scopus, ERIC y Google Scholar. El análisis de datos se realizó mediante el software NVivo 12, aplicando un procedimiento de codificación temática y categorización de estrategias, competencias y desafíos. Los resultados principales muestran que el 85% de los estudios utilizan sistemas de Puntos, Insignias y Tablas de Posición (PBL), y se evidencia un impacto positivo en el desarrollo de competencias transversales como el pensamiento crítico (68% de los artículos) y la colaboración (55%). Se concluye que la gamificación es una herramienta pedagógica eficaz, cuyo éxito depende de un diseño instruccional alineado con objetivos pedagógicos claros y no únicamente en recompensas extrínsecas. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): O objetivo deste estudo foi analisar sistematicamente as evidências científicas sobre a gamificação como estratégia de ensino para promover a aprendizagem ativa em estudantes universitários. Foi utilizada uma metodologia de revisão sistemática, seguindo as diretrizes PRISMA, com uma amostra final de 75 artigos científicos extraídos das bases de dados Web of Science, Scopus, ERIC e Google Scholar. A análise dos dados foi realizada utilizando o software NVivo 12, aplicando um procedimento de codificação temática e categorização de estratégias, competências e desafios. Os principais resultados mostram que 85% dos estudos utilizam sistemas de Pontos, Insígnias e Classificações (PBL), e um impacto positivo no desenvolvimento de competências transversais como o pensamento crítico (68% dos artigos) e a colaboração (55%) é evidente. Conclui-se que a gamificação é uma ferramenta pedagógica eficaz, cujo sucesso depende do design instrucional alinhado a objetivos pedagógicos claros e não apenas de recompensas extrínsecas. [ABSTRACT FROM AUTHOR]
Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The aim of this study was to systematically analyze the scientific evidence on gamification as a teaching strategy to enhance active learning in university students. A systematic review methodology was used, following the PRISMA guidelines, with a final sample of 75 scientific articles extracted from the Web of Science, Scopus, ERIC, and Google Scholar databases. Data analysis was performed using NVivo 12 software, applying a thematic coding procedure and categorization of strategies, competencies, and challenges. The main results show that 85% of the studies use Points, Badges, and Leaderboards (PBL) systems, and a positive impact on the development of transversal skills such as critical thinking (68% of the articles) and collaboration (55%) is evident. It is concluded that gamification is an effective pedagogical tool, whose success depends on instructional design aligned with clear pedagogical objectives and not solely on extrinsic rewards. [ABSTRACT FROM AUTHOR]
ISSN:27073378