Gamification in Higher Education: Analysis of Your Strengths and Weaknesses

Gamification in Higher Education: Analysis of Your Strengths and Weaknesses

Víctor Arufe Giráldez, Rubén Navarro-Patón, Alberto Sanmiguel-Rodríguez
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-6684-4287-6.ch004
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Abstract

This chapter addresses the elements to consider for creating a gamified learning environment in higher education, specifically in the university classroom. It investigates various didactic proposals for gamification at the university made by different authors in recent years, the variables they have addressed in their study, how they have been evaluated, and the most relevant findings. It is intended to develop a text that will serve as a basis for many scholars in education and gamification, which casts its own light on gamification in higher education, presenting its strengths and weaknesses and offering clear ideas and strategies to get the maximum educational potential to gamification.
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Gamification As An Active Methodology In Education

Gamification is part of the so-called active methodologies (Carrion Candel, 2019; Lopes et al., 2019), a type of methodologies that try to offer different results from those offered by “traditional” methodologies, such as direct control or lectures. Active methodologies focus mainly on the autonomous learning of students. Thus, the focus of interest lies with the students as the authentic protagonists of the teaching-learning process and less on the teacher, being the teacher's role to provide guidance for the students. (Gomez, Moron, Ferrandez, Saiz, & Garrido, 2017; Jimenez-Saez, Ramirez de la Piscina, Castellanos, & Palacios, 2019).

In addition, active methodologies promote greater motivation in students and a greater willingness to participate in different projects and tasks (Elena Parra-Gonzalez, Segura-Robles, & Rosa Gomez-Barajas, 2020; Vergara, Paredes-Velasco, Chivite, & Fernandez-Arias, 2020).

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