Recepção: 09-06-2026
Aprovação: 15-07-2026
pág. 3055
DOI: https://doi.org/10.61616/rvdc.v7i2.1722
Beyond the Game: Perceived Impact of Gamification on University
Learning by Age
Jorge Andrés Izaguirre Olmedo
joizaguirreol@uide.edu.ec
https://orcid.org/0000-0001-5178-8641
Universidad Internacional del Ecuador
ABSTRACT
Gamification contributes to cognitive, emotional, and social development, complementing
conventional teaching methods. This study aims to evaluate the perceived learning outcomes
of gamification among higher education students, differentiating between those under and
over 23 years of age. The research is quantitative, inferential, cross-sectional, and
correlational, with a sample size of 346 observations. Data collection involved a digital survey
using a structured questionnaire with 18 questions related to institution type, age, major,
gender, and opinions on gamification in higher education. SPSS statistical software was used
for data analysis. Results indicate an average satisfaction with gamification of 3.37 on a 4-
point scale for students under 23 years old, compared to 3.08 for those over 23. The analysis
of variance reports that this difference is statistically significant at 0.01. The authors conclude
that there is lower acceptance of gamification among students aged 23 and older.
Palabras clave: Gamification, Higher education, Learning outcomes, Analysis of variance
Licencia
Este trabajo está bajo una licencia Creative Commons Attribution 4.0 International.
pág. 3056
Más Allá del Juego: Impacto Percibido de la Gamificación en el
Aprendizaje Universitario según la Edad
RESUMEN
La gamificación contribuye al desarrollo cognitivo, emocional y social, complementando los
métodos de enseñanza convencionales. El presente estudio tiene como objetivo evaluar los
resultados de aprendizaje percibidos derivados de la gamificación entre estudiantes de
educación superior, diferenciando entre aquellos menores y mayores de 23 años. La
investigación adopta un enfoque cuantitativo, inferencial, transversal y correlacional, con una
muestra de 346 observaciones. La recolección de datos se realizó mediante una encuesta
digital estructurada compuesta por 18 preguntas relacionadas con el tipo de institución, edad,
carrera, género y percepciones sobre la gamificación en el ámbito universitario. Para el
análisis de los datos se utilizó el software estadístico SPSS. Los resultados indican un nivel
promedio de satisfacción con la gamificación de 3.37 en una escala de 4 puntos para los
estudiantes menores de 23 años, en comparación con 3.08 para aquellos de 23 años o más.
El análisis de varianza reporta que esta diferencia es estadísticamente significativa al nivel de
0.01. Los autores concluyen que existe una menor aceptación de la gamificación entre los
estudiantes de 23 años en adelante.
Keywords: Gamificación, Educación superior, Resultados de aprendizaje, Análisis de varianza
License
This work is licensed under a Creative Commons Attribution 4.0 International license
Más Allá del Juego: Impacto Percibido de la Gamificación en el
Aprendizaje Universitario según la Edad
RESUMEN
La gamificación contribuye al desarrollo cognitivo, emocional y social, complementando los
métodos de enseñanza convencionales. El presente estudio tiene como objetivo evaluar los
resultados de aprendizaje percibidos derivados de la gamificación entre estudiantes de
educación superior, diferenciando entre aquellos menores y mayores de 23 años. La
investigación adopta un enfoque cuantitativo, inferencial, transversal y correlacional, con una
muestra de 346 observaciones. La recolección de datos se realizó mediante una encuesta
digital estructurada compuesta por 18 preguntas relacionadas con el tipo de institución, edad,
carrera, género y percepciones sobre la gamificación en el ámbito universitario. Para el
análisis de los datos se utilizó el software estadístico SPSS. Los resultados indican un nivel
promedio de satisfacción con la gamificación de 3.37 en una escala de 4 puntos para los
estudiantes menores de 23 años, en comparación con 3.08 para aquellos de 23 años o más.
El análisis de varianza reporta que esta diferencia es estadísticamente significativa al nivel de
0.01. Los autores concluyen que existe una menor aceptación de la gamificación entre los
estudiantes de 23 años en adelante.
Keywords: Gamificación, Educación superior, Resultados de aprendizaje, Análisis de varianza
License
This work is licensed under a Creative Commons Attribution 4.0 International license
pág. 3057
INTRODUCTION
In educational contexts, innovation presents a significant challenge as it constantly seeks to
solidify didactic proposals that invigorate the classroom space with the aim of enhancing
learning through the implementation of more engaging, participatory, and effective classes
(Tokzhigitova et al., 2023).
The combination of pedagogy and technology is a considerable aspect that promotes strategic
planning. This facilitates the acquisition of learning results through options that improve
outcomes. As Davies (2000) explains, activities are developed to design learning experiences
that include game scenarios, which must adhere to principles and objectives related to
learning outcomes. Play requires students to recall, apply, evaluate, and discuss while
engaging in activities (Roberts et al., 2024).
Games serve as a clear and effective tool for determining reference content and assessing its
equivalence with imparted material. They are applicable across any field of knowledge and
aim to facilitate graduate employability by enabling corrective actions regarding mobility and
adjustments to procedures for verifying specialized training, aptitudes, and attitudes for
accessing employment. The incorporation of gamified educational resources significantly
impacts student motivation to learn, which can lead to improved academic performance and
higher levels of engagement in the learning process (Tokzhigitova et al., 2023).
In higher education, gamification acquires a prominent role, acting as an articulating axis
between students' knowledge level, comprehension, and their capacity to act. Espinosa
(2018) points out that learning objectives should be clear, concrete, evaluable with relevant
criteria, suitable for each subject, achievable, and represent a motivation for learning interest.
According to Limantra et al. (2023), gamification enhances students' learning motivation,
engagement, and development.
INTRODUCTION
In educational contexts, innovation presents a significant challenge as it constantly seeks to
solidify didactic proposals that invigorate the classroom space with the aim of enhancing
learning through the implementation of more engaging, participatory, and effective classes
(Tokzhigitova et al., 2023).
The combination of pedagogy and technology is a considerable aspect that promotes strategic
planning. This facilitates the acquisition of learning results through options that improve
outcomes. As Davies (2000) explains, activities are developed to design learning experiences
that include game scenarios, which must adhere to principles and objectives related to
learning outcomes. Play requires students to recall, apply, evaluate, and discuss while
engaging in activities (Roberts et al., 2024).
Games serve as a clear and effective tool for determining reference content and assessing its
equivalence with imparted material. They are applicable across any field of knowledge and
aim to facilitate graduate employability by enabling corrective actions regarding mobility and
adjustments to procedures for verifying specialized training, aptitudes, and attitudes for
accessing employment. The incorporation of gamified educational resources significantly
impacts student motivation to learn, which can lead to improved academic performance and
higher levels of engagement in the learning process (Tokzhigitova et al., 2023).
In higher education, gamification acquires a prominent role, acting as an articulating axis
between students' knowledge level, comprehension, and their capacity to act. Espinosa
(2018) points out that learning objectives should be clear, concrete, evaluable with relevant
criteria, suitable for each subject, achievable, and represent a motivation for learning interest.
According to Limantra et al. (2023), gamification enhances students' learning motivation,
engagement, and development.
pág. 3058
The collected data highlight the positive impact of classroom games on knowledge acquisition
and retention (Sharmin & Chow, 2023). They not only foster an interactive and participatory
environment but also allow students to apply concepts practically and playfully. By actively
engaging in recreational activities, students have a greater capacity to recall and understand
the topics studied, thus demonstrating the effectiveness of this methodology in the
educational process.
The perceived challenge by students regarding game-based learning increases the level of
knowledge. Students can recall a learning topic and its context thanks to the repetition,
emotion, and immersion provided by a game; additionally, it improves competencies such as
problem-solving, collaboration, and communication (Jääskä & Aaltonen, 2022). In higher
education, new generations are prepared to acquire competencies aligned with societal
demands; therefore, it is necessary to reduce absenteeism and improve course structures.
In university teaching, it is crucial to address student demotivation while fostering
participation and the use of dynamic strategies that promote active and lasting learning. The
effects of gamification are related to comprehensive design and innovation; they do not
exclusively depend on the implementation of specific game elements (Mohammed et al.,
2024).
This aims to contribute to traditional learning and transform traditional methodology by
employing dynamic strategies, as practice and experimentation deepen concepts. According
to Lozada-Ávila & Betancur-Gómez (2018), gamification transfers knowledge oriented
towards learning outcomes and will be specific to each field of knowledge. For example,
engineering and architecture have greater participation in work production, while in
Administration and Economics there was greater commitment and motivation. In the area of
Social Sciences, there were motivational and behavioral variables that showed gamification
The collected data highlight the positive impact of classroom games on knowledge acquisition
and retention (Sharmin & Chow, 2023). They not only foster an interactive and participatory
environment but also allow students to apply concepts practically and playfully. By actively
engaging in recreational activities, students have a greater capacity to recall and understand
the topics studied, thus demonstrating the effectiveness of this methodology in the
educational process.
The perceived challenge by students regarding game-based learning increases the level of
knowledge. Students can recall a learning topic and its context thanks to the repetition,
emotion, and immersion provided by a game; additionally, it improves competencies such as
problem-solving, collaboration, and communication (Jääskä & Aaltonen, 2022). In higher
education, new generations are prepared to acquire competencies aligned with societal
demands; therefore, it is necessary to reduce absenteeism and improve course structures.
In university teaching, it is crucial to address student demotivation while fostering
participation and the use of dynamic strategies that promote active and lasting learning. The
effects of gamification are related to comprehensive design and innovation; they do not
exclusively depend on the implementation of specific game elements (Mohammed et al.,
2024).
This aims to contribute to traditional learning and transform traditional methodology by
employing dynamic strategies, as practice and experimentation deepen concepts. According
to Lozada-Ávila & Betancur-Gómez (2018), gamification transfers knowledge oriented
towards learning outcomes and will be specific to each field of knowledge. For example,
engineering and architecture have greater participation in work production, while in
Administration and Economics there was greater commitment and motivation. In the area of
Social Sciences, there were motivational and behavioral variables that showed gamification
pág. 3059
can be effective when it is optional and not mandatory. For Natural and Exact Sciences,
simulators become potential tools, and it is recommended that technology be their main ally.
As for Arts and Humanities, it can align with pedagogical objectives; and in Health Sciences,
the strategy has been developed, and there are several options that can be used for learning.
In all cases, gamification remains a complement to knowledge.
Thus, the gamified tool represents a viable teaching option. As an ally of educational
innovation, it incentivizes student interest and commitment. Undeniably, as Viñas (2022)
points out, it has incorporated changes in learning didactics, basing itself on theories that
make motivation a resource that optimizes interest; however, always considering the
characteristics of the audience, taking into account that the curriculum is a fundamental part
of aligning content as more participatory approach strategies.
Gamification, as a teaching strategy, has a studied learning outcome for different branches of
science and at different educational levels; however, the literature on differences in the
impact of gamification based on students' socioeconomic differences is scarce. The objective
of this research is to evaluate the perceived learning outcome of students regarding the use
of gamification in higher education in students under and over 23 years of age.
THEORETICAL FOUNDATIONS
Learning outcomes are essential components of university strategies; therefore, these are
described as methods, resources, or tools employed by instructors to ensure meaningful
learning. As mediation resources, they are used with a specific intention, aligned with the
study objectives and the competencies to be developed. According to Bernardo (2004), cited
by Lavilla-Abarca et al. (2022), strategies represent sets of cognitive skills whose application
will determine students' favorable reactions. Hence, each instructor must adequately plan
their course to identify areas for improvement, anticipate environmental changes, and adapt
can be effective when it is optional and not mandatory. For Natural and Exact Sciences,
simulators become potential tools, and it is recommended that technology be their main ally.
As for Arts and Humanities, it can align with pedagogical objectives; and in Health Sciences,
the strategy has been developed, and there are several options that can be used for learning.
In all cases, gamification remains a complement to knowledge.
Thus, the gamified tool represents a viable teaching option. As an ally of educational
innovation, it incentivizes student interest and commitment. Undeniably, as Viñas (2022)
points out, it has incorporated changes in learning didactics, basing itself on theories that
make motivation a resource that optimizes interest; however, always considering the
characteristics of the audience, taking into account that the curriculum is a fundamental part
of aligning content as more participatory approach strategies.
Gamification, as a teaching strategy, has a studied learning outcome for different branches of
science and at different educational levels; however, the literature on differences in the
impact of gamification based on students' socioeconomic differences is scarce. The objective
of this research is to evaluate the perceived learning outcome of students regarding the use
of gamification in higher education in students under and over 23 years of age.
THEORETICAL FOUNDATIONS
Learning outcomes are essential components of university strategies; therefore, these are
described as methods, resources, or tools employed by instructors to ensure meaningful
learning. As mediation resources, they are used with a specific intention, aligned with the
study objectives and the competencies to be developed. According to Bernardo (2004), cited
by Lavilla-Abarca et al. (2022), strategies represent sets of cognitive skills whose application
will determine students' favorable reactions. Hence, each instructor must adequately plan
their course to identify areas for improvement, anticipate environmental changes, and adapt
pág. 3060
to new trends, thus ensuring high-quality education.
Within the strategic planning process, the instructor will establish clear criteria for
performance and progress evaluation; furthermore, it facilitates the timely implementation
of improvements for the teaching-learning process. The pursuit of excellence commits all
involved in the educational system to continuous improvement. Therefore, the planning
instructor will consider: what to teach, for what purpose, how to connect new content with
prior knowledge, how to organize it, what activities are appropriate, and how to structure
classroom work according to the given context. Planning, as a space for educational
management, serves for discussion, reflection, and establishing agreements. According to
Gálvez (2019), it consists of organizing a set of coherent, significant, and continuous ideas and
activities. It is a model for systematically addressing situations that students will encounter in
their professional practice.
During the COVID-19 pandemic, educational institutions worldwide were forced to transition
from in-person classes to distance learning. The application of distance education fostered
the use of new strategies, tools, and applications that impacted the school system and
presented several challenges to address (Guzzo et al., 2023).
One of the learning strategies is gamification, an opportunity to combine motivation and
commitment when facing problems in specific areas (Chung et al., 2023). Gamification gains
relevance for improving content delivered in education. It functions as a technique to
motivate students because, through the mechanism of play, it activates attention and fosters
a practical and conducive approach to constant participation.
Play promotes pleasant and meaningful learning; it is an important factor in the development
of thought, attention, and concentration, characteristics of everything related to playfulness.
This term relates to the spontaneous and recreational; it is an integral part of people's daily
to new trends, thus ensuring high-quality education.
Within the strategic planning process, the instructor will establish clear criteria for
performance and progress evaluation; furthermore, it facilitates the timely implementation
of improvements for the teaching-learning process. The pursuit of excellence commits all
involved in the educational system to continuous improvement. Therefore, the planning
instructor will consider: what to teach, for what purpose, how to connect new content with
prior knowledge, how to organize it, what activities are appropriate, and how to structure
classroom work according to the given context. Planning, as a space for educational
management, serves for discussion, reflection, and establishing agreements. According to
Gálvez (2019), it consists of organizing a set of coherent, significant, and continuous ideas and
activities. It is a model for systematically addressing situations that students will encounter in
their professional practice.
During the COVID-19 pandemic, educational institutions worldwide were forced to transition
from in-person classes to distance learning. The application of distance education fostered
the use of new strategies, tools, and applications that impacted the school system and
presented several challenges to address (Guzzo et al., 2023).
One of the learning strategies is gamification, an opportunity to combine motivation and
commitment when facing problems in specific areas (Chung et al., 2023). Gamification gains
relevance for improving content delivered in education. It functions as a technique to
motivate students because, through the mechanism of play, it activates attention and fosters
a practical and conducive approach to constant participation.
Play promotes pleasant and meaningful learning; it is an important factor in the development
of thought, attention, and concentration, characteristics of everything related to playfulness.
This term relates to the spontaneous and recreational; it is an integral part of people's daily
pág. 3061
lives. It involves more complex situations than creating recreational spaces; it provides
different scenarios where individuals investigate, experiment, discover skills and
competencies such as leadership, teamwork, and ethical values. Thus, meaningful
experiences are constructed (Putton, 2021).
Gamification contributes to the cognitive, emotional and social aspects by trying new roles;
in this way, play emerges as a stimulus to capture attention and is presented as a complement
to conventional teaching methods (Chung et al., 2023; Roberts et al., 2024; Syifa et al., 2024).
Trends in the use of digital game-based learning technologies include various platforms, such
as computers, the internet, and mobile devices, with game elements and social interaction
that align with 21st-century skill demands. Digital game-based learning integrates with
various constructivist learning approaches, such as experiential, problem-based, inquiry-
based, and research laboratory learning (Situmorang et al., 2024).
The teacher's role is crucial in this interaction because they will promote a positive
relationship that fosters the success of the educational process; they also take on challenges
that prevent boredom, allowing for continuous self-improvement, especially when
addressing complex topics for which there isn't always a predisposition to learn. According to
Jivani et al. (2024), combining flipped learning with game strategies in the educational context
meets students' diverse needs and optimizes learning outcomes.
Just as play is vital in early childhood, it is also crucial in adulthood for developing capacities.
As Bermúdez et al. (2022) point out, participatory techniques are created to acquire potential.
For example, the use of virtual reality and games can improve the quality of chest
compressions compared to traditional training (Alcázar et al., 2024). Gamification impacts
improving theoretical knowledge of basic adult life support in nursing students (Fijačko et al.,
2024); it has transformed how people learn English vocabulary and provides a fun and
lives. It involves more complex situations than creating recreational spaces; it provides
different scenarios where individuals investigate, experiment, discover skills and
competencies such as leadership, teamwork, and ethical values. Thus, meaningful
experiences are constructed (Putton, 2021).
Gamification contributes to the cognitive, emotional and social aspects by trying new roles;
in this way, play emerges as a stimulus to capture attention and is presented as a complement
to conventional teaching methods (Chung et al., 2023; Roberts et al., 2024; Syifa et al., 2024).
Trends in the use of digital game-based learning technologies include various platforms, such
as computers, the internet, and mobile devices, with game elements and social interaction
that align with 21st-century skill demands. Digital game-based learning integrates with
various constructivist learning approaches, such as experiential, problem-based, inquiry-
based, and research laboratory learning (Situmorang et al., 2024).
The teacher's role is crucial in this interaction because they will promote a positive
relationship that fosters the success of the educational process; they also take on challenges
that prevent boredom, allowing for continuous self-improvement, especially when
addressing complex topics for which there isn't always a predisposition to learn. According to
Jivani et al. (2024), combining flipped learning with game strategies in the educational context
meets students' diverse needs and optimizes learning outcomes.
Just as play is vital in early childhood, it is also crucial in adulthood for developing capacities.
As Bermúdez et al. (2022) point out, participatory techniques are created to acquire potential.
For example, the use of virtual reality and games can improve the quality of chest
compressions compared to traditional training (Alcázar et al., 2024). Gamification impacts
improving theoretical knowledge of basic adult life support in nursing students (Fijačko et al.,
2024); it has transformed how people learn English vocabulary and provides a fun and
pág. 3062
engaging way to learn the language (Syifa et al., 2024); it also provides an immersive
environment that supports learning essential Mendelian genetics topics (Low & Ellefson,
2024); it can enhance interprofessional socialization and lay the groundwork for developing
interprofessional skills in health students (Fusco et al., 2024; Picchiottino et al., 2024).
Evolution, curiosity, and discovery are three concepts within simulation systems, as a type of
gamification, that should be a focus in the coming years (Liontas, 2022).
In the gamification strategy, two constructs should be considered: one highlights the
importance of flexibility and responsiveness, while the other emphasizes the importance of
pacing and cultural suitability (Salman et al., 2024). Play should not only provide immediate
feedback and encourage students to identify their weaknesses and strengths but also be
customized to the needs of each course (Banta-Wright et al., 2024). According to Dishon &
Kafai (2022), two characteristics are required in the use of games: i) integrating games into
broader educational efforts; and ii) greater emphasis on empowering young people with
decision-making power over the games they play.
Electronic game technologies and digital tools play a crucial role in professional training by
significantly expanding opportunities for developing skills among competitive specialists
(Vaganova et al., 2021). These tools not only facilitate more interactive and personalized
learning but also allow students to practice realistic situations and solve complex problems in
a safe and controlled manner. By integrating games and digital tools into the formative
process, greater participation and motivation among students are fostered, better preparing
them to face the dynamic challenges of the current labor market.
The use of Information and Communication Technologies (ICT) increases involvement and the
variety of methodologies used for learning through relevant content that allows for exploring
topics of interest.
engaging way to learn the language (Syifa et al., 2024); it also provides an immersive
environment that supports learning essential Mendelian genetics topics (Low & Ellefson,
2024); it can enhance interprofessional socialization and lay the groundwork for developing
interprofessional skills in health students (Fusco et al., 2024; Picchiottino et al., 2024).
Evolution, curiosity, and discovery are three concepts within simulation systems, as a type of
gamification, that should be a focus in the coming years (Liontas, 2022).
In the gamification strategy, two constructs should be considered: one highlights the
importance of flexibility and responsiveness, while the other emphasizes the importance of
pacing and cultural suitability (Salman et al., 2024). Play should not only provide immediate
feedback and encourage students to identify their weaknesses and strengths but also be
customized to the needs of each course (Banta-Wright et al., 2024). According to Dishon &
Kafai (2022), two characteristics are required in the use of games: i) integrating games into
broader educational efforts; and ii) greater emphasis on empowering young people with
decision-making power over the games they play.
Electronic game technologies and digital tools play a crucial role in professional training by
significantly expanding opportunities for developing skills among competitive specialists
(Vaganova et al., 2021). These tools not only facilitate more interactive and personalized
learning but also allow students to practice realistic situations and solve complex problems in
a safe and controlled manner. By integrating games and digital tools into the formative
process, greater participation and motivation among students are fostered, better preparing
them to face the dynamic challenges of the current labor market.
The use of Information and Communication Technologies (ICT) increases involvement and the
variety of methodologies used for learning through relevant content that allows for exploring
topics of interest.
pág. 3063
Gamification offers an innovative approach to improving the understanding of abstract
sciences through the use of game elements. Games possess a favorable structure for learning,
which facilitates the understanding of abstract sciences. Encalada (2021) argues that, in
Mathematics, gamification enhances calculation and logic; therefore, strategies are
established according to levels that are progressively overcome, while also providing stimuli
that improve grades. Numerical comprehension becomes conducive and ceases to be boring,
thus transforming into an innovative pedagogical perspective based on both intrinsic and
extrinsic motivation; in the former case, it is done solely for the joy of learning something
new, while in the latter, there are rewards for this activity.
This involves working with arithmetic concepts through an emotional connection, as pointed
out by Widodo and Rahayu (2019). Tests conducted with the implementation of arithmetic
games like Beemmath and Kurtacil for primary education through questions implemented as
a panel for unknowns about multiplication, addition, and subtraction. According to the study
results, students perceive that the game motivates them to become emotionally involved.
Technological innovation is a favorable aspect that complements the teaching-learning
process inside and outside the classroom. Vásquez et al. (2023) state that applications are
more recurrent in all areas of education; therefore, they adapt to the content delivered by
the instructor. To increase learning effectiveness, gamified applications are ideal resources
due to their flexibility of use; hence the need for education to have tools that make play a
mechanism to aid motivation and improve academic results.
In the university context, gamification becomes a tool to improve learning through motivation
and sustainability. In the first case, it incentivizes the achievement of concrete goals; in the
second, game practices become good habits that facilitate understanding and constant
interaction. Carabajal et al. (2022) identify that learning enjoyably, receiving feedback
Gamification offers an innovative approach to improving the understanding of abstract
sciences through the use of game elements. Games possess a favorable structure for learning,
which facilitates the understanding of abstract sciences. Encalada (2021) argues that, in
Mathematics, gamification enhances calculation and logic; therefore, strategies are
established according to levels that are progressively overcome, while also providing stimuli
that improve grades. Numerical comprehension becomes conducive and ceases to be boring,
thus transforming into an innovative pedagogical perspective based on both intrinsic and
extrinsic motivation; in the former case, it is done solely for the joy of learning something
new, while in the latter, there are rewards for this activity.
This involves working with arithmetic concepts through an emotional connection, as pointed
out by Widodo and Rahayu (2019). Tests conducted with the implementation of arithmetic
games like Beemmath and Kurtacil for primary education through questions implemented as
a panel for unknowns about multiplication, addition, and subtraction. According to the study
results, students perceive that the game motivates them to become emotionally involved.
Technological innovation is a favorable aspect that complements the teaching-learning
process inside and outside the classroom. Vásquez et al. (2023) state that applications are
more recurrent in all areas of education; therefore, they adapt to the content delivered by
the instructor. To increase learning effectiveness, gamified applications are ideal resources
due to their flexibility of use; hence the need for education to have tools that make play a
mechanism to aid motivation and improve academic results.
In the university context, gamification becomes a tool to improve learning through motivation
and sustainability. In the first case, it incentivizes the achievement of concrete goals; in the
second, game practices become good habits that facilitate understanding and constant
interaction. Carabajal et al. (2022) identify that learning enjoyably, receiving feedback
pág. 3064
through self-contributions, and improving grades are the main indicators when associating
play in university classrooms. Furthermore, it reaffirms that students acquire greater
commitment to the subject because it strengthens their critical thinking ability while
becoming creative, maintaining motivation, and developing transversal competencies such as
communication, conflict resolution, and collaborative work.
METHODOLOGY
This research employed a quantitative, inferential, cross-sectional, and correlational design.
The inferential nature of the study allowed for generalizing the findings to the broader study
population. Being a cross-sectional study, its conclusions are representative of a specific point
in time. The statistical analysis involved correlations between variables and factor analysis.
The study design was non-experimental. Data were collected in their natural state to describe
the sample and estimate population parameters. The study population comprised students
from higher education institutions in the city of Guayaquil. An infinite population was
assumed. Lacking a sampling frame, the authors utilized a non-probability sampling method
through convenience and snowball techniques. Initially, the authors surveyed their own
students (convenience sampling) and subsequently requested them to disseminate the
survey among peers and acquaintances (snowball sampling). The sample size consisted of 346
observations, enabling statistical inference with a 95% confidence level and a maximum
research error of 5.5%.
Data collection was conducted via a digital survey, using a structured questionnaire
comprising 18 predominantly closed-ended questions. Variables collected included
institution type, age, academic program, gender, and opinions regarding the use of
gamification in higher education. To measure opinions on gamification, a 4-point Likert scale
was employed, intentionally omitting a neutral option to compel respondents to take a
through self-contributions, and improving grades are the main indicators when associating
play in university classrooms. Furthermore, it reaffirms that students acquire greater
commitment to the subject because it strengthens their critical thinking ability while
becoming creative, maintaining motivation, and developing transversal competencies such as
communication, conflict resolution, and collaborative work.
METHODOLOGY
This research employed a quantitative, inferential, cross-sectional, and correlational design.
The inferential nature of the study allowed for generalizing the findings to the broader study
population. Being a cross-sectional study, its conclusions are representative of a specific point
in time. The statistical analysis involved correlations between variables and factor analysis.
The study design was non-experimental. Data were collected in their natural state to describe
the sample and estimate population parameters. The study population comprised students
from higher education institutions in the city of Guayaquil. An infinite population was
assumed. Lacking a sampling frame, the authors utilized a non-probability sampling method
through convenience and snowball techniques. Initially, the authors surveyed their own
students (convenience sampling) and subsequently requested them to disseminate the
survey among peers and acquaintances (snowball sampling). The sample size consisted of 346
observations, enabling statistical inference with a 95% confidence level and a maximum
research error of 5.5%.
Data collection was conducted via a digital survey, using a structured questionnaire
comprising 18 predominantly closed-ended questions. Variables collected included
institution type, age, academic program, gender, and opinions regarding the use of
gamification in higher education. To measure opinions on gamification, a 4-point Likert scale
was employed, intentionally omitting a neutral option to compel respondents to take a