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<p>Teachers are generally focused on optimizing the teaching–learning process and fostering high levels of student engagement, participation, and motivation. To address this challenge, this work presents a gamification experience implemented to teach content related to family involvement and educational programs in two courses —one at master’s degree and the other at bachelor’s degree level. A total of 354 students participated in the study and shared their perceptions regarding their learning, academic performance, participation, and motivation in relation to the gamification experience. The results indicate that students perceive the gamification experience as having a positive impact on all four areas. They expressed a preference for studying the subject through gamification rather than traditional methods. This paper highlights an experience that generates positive perceptions among students and encourages higher education instructors to incorporate gamification into their teaching methods and classroom dynamics.</p>

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Gamification in Higher Education: A Case Study in Educational Sciences

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月18日

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  • José Alexis Alonso-Sánchez,
  • Juan L Núñez Alonso,
  • Elisa Santana-Monagas

摘要

Teachers are generally focused on optimizing the teaching–learning process and fostering high levels of student engagement, participation, and motivation. To address this challenge, this work presents a gamification experience implemented to teach content related to family involvement and educational programs in two courses —one at master’s degree and the other at bachelor’s degree level. A total of 354 students participated in the study and shared their perceptions regarding their learning, academic performance, participation, and motivation in relation to the gamification experience. The results indicate that students perceive the gamification experience as having a positive impact on all four areas. They expressed a preference for studying the subject through gamification rather than traditional methods. This paper highlights an experience that generates positive perceptions among students and encourages higher education instructors to incorporate gamification into their teaching methods and classroom dynamics.