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

Abstract

Gamification is understood as an innovative methodological strategy that incorporates the strategies, dynamics, mechanics and elements of the game into the teaching-learning process. This work provides a systematic review which identifies 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 carried out was 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 of 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, along with the improvement of their academic performance and the development of the skills and competences necessary for their professional development.