La gamificación como motivación en el aprendizaje universitario: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.17258216Palabras clave:
aprendizaje lúdico, docencia superior, gamificaciónResumen
Considerando que la integración de la gamificación en la educación superior se ha consolidado como una estrategia eficaz para superar la falta de motivación y participación estudiantil, este estudio tiene como objetivo identificar las características y elementos de la gamificación más efectivos para fomentar el aprendizaje lúdico en entornos universitarios. Para ello, se realizó una revisión sistemática de 32 estudios recientes, provenientes de diversas fuentes académicas relevantes, que permitió valorar y sintetizar sus hallazgos. Los resultados revelan que componentes como los leaderboards, la acumulación de puntos y las narrativas lúdicas son fundamentales para incrementar tanto la motivación como el rendimiento académico. De igual modo, la colaboración entre estudiantes y el feedback positivo potencian significativamente el compromiso, generando un ambiente educativo más dinámico y participativo. Como conclusión principal, se destaca que una implementación adecuada de la gamificación no solo mejora el desempeño académico, sino que también fortalece las habilidades sociales y colaborativas. Además, se enfatiza la necesidad de adaptar estas estrategias a contextos demográficos y educativos diversos para maximizar su efectividad. Finalmente, se propone que futuras investigaciones se centren en la adaptabilidad de la gamificación y en su impacto a largo plazo sobre el aprendizaje universitario.
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