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A sector in which gamification is being actively studied is education, mostly because of its potential to motivate students. Gamification is a learning strategy that, by incorporating game elements, increases the student's commitment to achieving better academic results. The main objectives of gamification are: a) to improve skills, b) to introduce objectives that give a purpose to learning, c) to involve students, d) to optimize learning, e) to support behavior change and socialize, f) intensify the concentration of students and g) improve their motivation for group work (Dewi & Astuti, 2021; Licorish et al., 2018).
The last decade has experimented crucial changes in higher education, highlighting the use of technology to improve learning at all levels of the education system, including university education. Digital technologies have improved traditional face-to-face training by incorporating hybrid systems - face-to-face and distance - or by betting firmly on online training (Carroza, 2018; Daniels & Thistlethwaite, 2016; Deborah et al., 2017; Huggett, 2019).
Several academic works showed that technology helps improve learning (Castro & Tumibay, 2021; Orús et al., 2016; Schmid et al., 2014), while other works questioned this view (Englund et al., 2017; Kirkwood, 2009; Kirkwood & Price, 2014; Popova et al., 2020). Beyond the pros and cons, it is necessary to underline the task of continuing to understand the impact of technological transition and transformation on people (Buckingham, 2000; Hockey & James, 2017; Ihmeideh & Alkhawaldeh, 2017; Livingstone & Blum-Ross, 2020).
Many teachers have integrated gamification into their classes, given the idea that gamification is fun. Consequently, the academic literature has begun to analyze the impact of classroom gamification on the students' learning process (Mekler et al., 2017). Although gamification is not something newly discovered, merged with technology begins to be a strong teaching and learning tool for generations accustomed to using the Internet (Bicen & Kocakoyun, 2018; Magadán & Rivas, 2022). Today, the general use of mobile technology in the classroom has opened new opportunities for teachers to accept digital gamification in teaching (Saleem et al., 2021). Gamification favors: a) the teaching-learning process, by raising the level of commitment of students in the study of the subject (Alawadhi & Abu-Ayyash, 2021; Wang & Tahir, 2020); b) solving multiple-choice tests with a more optimistic approach and self-confidence; c) greater predisposition of students to teamwork; and d) an entertaining and motivating educational environment (Vergara et al., 2019).
The Game-based Student Response Systems (GSRSs) provide friendly and competitive learning experiences which foster an enjoyable classroom setting. Digital gamification can add a level of motivation, engagement, and incentive in many classrooms (Doumanis et al., 2019). The motivational features incorporated in the GSRS cover competitiveness, dare classification tables, achievement emblems, points, and immediate feedback systems, among others, enabling students to participate in educational content joyfully and dynamically (Bottentuit, 2020). Educational content embedded in digital gamification seems to make learning more fun and engaging (Magadán & Rivas, 2021).