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 |
| 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 |
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