Gamificación con propósito pedagógico: efectos sobre la motivación, la persistencia y la participación en el aula
DOI:
https://doi.org/10.55204/pcc.v6i2.e174Keywords:
gamificación, motivación, persistencia, participación, aprendizaje activo.Abstract
El presente artículo analiza los efectos de la gamificación con propósito pedagógico sobre la motivación, la persistencia y la participación de los estudiantes en el aula. Se desarrolló una revisión sistematizada de la literatura científica, con enfoque cualitativo y alcance descriptivo-analítico, siguiendo las orientaciones de PRISMA 2020. La búsqueda consideró publicaciones recientes en español e inglés, recuperándose 35 registros iniciales; después de eliminar duplicados, realizar el cribado y evaluar la elegibilidad, se incluyeron 18 estudios en la síntesis final. Los resultados evidencian que la gamificación puede favorecer la motivación intrínseca, el compromiso, la continuidad en las tareas y la participación cuando integra retos progresivos, retroalimentación inmediata, autonomía, progreso visible y cooperación. Sin embargo, sus efectos dependen de la calidad del diseño pedagógico y no únicamente de la incorporación de puntos, insignias o recompensas. Se concluye que una gamificación orientada al aprendizaje puede generar experiencias más activas, significativas y sostenidas, siempre que responda a objetivos formativos claros y considere las características del contexto educativo y las necesidades de los estudiantes.
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