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Gamification and Technological Resources: Innovative Experiences to Motivate and Optimize the Learning Process in University Contexts

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Title: Gamification and Technological Resources: Innovative Experiences to Motivate and Optimize the Learning Process in University Contexts
Language: English
Authors: Elena Carrión Candel (ORCID 0000-0001-7144-4002), Cristina-de-la-Peña (ORCID 0000-0003-1176-4981), Beatriz Chaves-Yuste (ORCID 0000-0002-4442-9138)
Source: Digital Education Review. 2026 (48):188-208.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, College Students, Gamification, Computer Games, Computer Uses in Education, Educational Technology, Teaching Styles, Student Motivation, Technology Integration, Teacher Effectiveness, Student Attitudes, Electronic Learning, In Person Learning
ISSN: 2013-9144
Abstract: The use of gamified technological tools represents an alternative pedagogical practice to enhance the teaching-learning process in higher education. Teachers should employ innovative strategies that foster active, meaningful, and interactive learning in the classroom. This research aims to determine whether the implementation of digital resources based on gamification--Genially, Nearpod, Educaplay, and Quizizz--improves students' evaluation of learning (in terms of knowledge acquisition, teacher training, and motivation) in both face-to-face and online courses across various social science disciplines in higher education. A pre-experimental design was used with pre- and post-intervention measurements conducted over four months (n=345). The results reveal significant improvements in students' perceptions of teaching style, methodological innovation, content comprehension, problem solving, motivation, participation, and collaborative work. In addition, higher levels of digital competence, self-assessment, and adaptability to new digital resources were observed. Taken together, these findings confirm that gamification supports active, meaningful, and autonomous learning, consolidating its role as an effective strategy in higher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500393
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Elena+Carrión+Candel%22">Elena Carrión Candel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7144-4002">0000-0001-7144-4002</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cristina-de-la-Peña%22">Cristina-de-la-Peña</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1176-4981">0000-0003-1176-4981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beatriz+Chaves-Yuste%22">Beatriz Chaves-Yuste</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4442-9138">0000-0002-4442-9138</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2026 (48):188-208.
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: The use of gamified technological tools represents an alternative pedagogical practice to enhance the teaching-learning process in higher education. Teachers should employ innovative strategies that foster active, meaningful, and interactive learning in the classroom. This research aims to determine whether the implementation of digital resources based on gamification--Genially, Nearpod, Educaplay, and Quizizz--improves students' evaluation of learning (in terms of knowledge acquisition, teacher training, and motivation) in both face-to-face and online courses across various social science disciplines in higher education. A pre-experimental design was used with pre- and post-intervention measurements conducted over four months (n=345). The results reveal significant improvements in students' perceptions of teaching style, methodological innovation, content comprehension, problem solving, motivation, participation, and collaborative work. In addition, higher levels of digital competence, self-assessment, and adaptability to new digital resources were observed. Taken together, these findings confirm that gamification supports active, meaningful, and autonomous learning, consolidating its role as an effective strategy in higher education.
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      – Text: English
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        StartPage: 188
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Gamification
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      – SubjectFull: Computer Games
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Student Motivation
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      – SubjectFull: Technology Integration
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Electronic Learning
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      – SubjectFull: In Person Learning
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