Gamification as a Methodological Strategy and Its Impact on the Academic Performance of University Students

Gamification as a Methodological Strategy and Its Impact on the Academic Performance of University Students  

Gamification as a Methodological Strategy and Its Impact on the Academic Performance of University Students  

Renato Coello-Contreras

Abstract

"Higher Education is going through profound structural changes, from the methodological orientation in its learning processes to the transformation in the applicable components inside and outside the classroom, where the teacher-student relationship went from being merely a delivery of information and reception of it to becoming a set of knowledge that merges and allows interaction between both participants in a much more lively way, with powerful tools that expand understanding through technological innovation and the joint application of strategies, and skills developed in the different branches of knowledge; therefore, the present work aimed to review existing academic literature and describe the technical power of gamification as a strategy to improve the development of learning in teachers. It was also analyzed through surveys (with the help of the QuestionPro tool) the perspectives that teachers and students have about gamification as a tool for academic activities; In addition, traditional evaluations and gamified tests were carried out, resulting in the fact that 78% of teachers consider the implementation of gamified strategies to be suitable, 92% of students assure that their performance and use have improved under this modality, going from 83% to 94% in their academic evaluations."

Reference

Coello-Contreras, R. (2022, October). Gamification as a Methodological Strategy and Its Impact on the Academic Performance of University Students. In The International Conference on Advances in Emerging Trends and Technologies (pp. 272-286). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-031-25942-5_22

Keywords

Higher Education, Structural changes, Methodological orientation