Implications of gamification in Higher Education: a systematic review of student perception

Authors

DOI: https://doi.org/10.6018/rie.419481
Keywords: Gamification, Higher Education, student, learning.

Abstract

This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

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Author Biography

Mª del Carmen Pegalajar Palomino, Universidad de Jaén

Departamento de Pedagogía

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Published
03-01-2021
How to Cite
Pegalajar Palomino, M. del C. (2021). Implications of gamification in Higher Education: a systematic review of student perception. Journal of Educational Research, 39(1), 169–188. https://doi.org/10.6018/rie.419481
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