Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

Autores/as

DOI: https://doi.org/10.6018/rie.419481
Palabras clave: Gamificación, educación superior, aprendizaje, rol del estudiante, gamification, higher education, student role, learning

Resumen

Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional.

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Biografía del autor/a

Mª del Carmen Pegalajar Palomino, Universidad de Jaén

Departamento de Pedagogía

Citas

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Publicado
03-01-2021
Cómo citar
Pegalajar Palomino, M. del C. (2021). Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante. Revista De Investigación Educativa, 39(1), 169-188. https://doi.org/10.6018/rie.419481
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