Systematic Review on the Effect of the Gamification of Teaching on the Motivation of Higher Education Students

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datacite.alternateIdentifier.citationREVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO-RIFOP,Vol.,267-284,2022
datacite.alternateIdentifier.doi10.47553/rifop.v97i36.3.92641
datacite.creatorAylin Infante Villagran, Valeria
datacite.creatorIgnacio Maluenda Albornoz, Jorge
datacite.creatorLopez Angulo, Yaranay
datacite.creatorDiaz Mujica, Alejandro
datacite.date2022
datacite.subject.englishgamification
datacite.subject.englishmotivation
datacite.subject.englishhigher education
datacite.subject.englishsystematic
datacite.titleSystematic Review on the Effect of the Gamification of Teaching on the Motivation of Higher Education Students
dc.date.accessioned2023-06-08T15:48:12Z
dc.date.available2023-06-08T15:48:12Z
dc.description.abstractThe objective of this work was to analyze the studies that measure the effect of the gamification of teaching on the motivation of undergraduate students of Higher Education. A systematic review of empirical articles with experimental and quasi-experimental design, published between 2016 and 2021 in the Web of Science (WoS), Scopus and SciELO databases was carried out. 223 studies were found, of which 12 met all the inclusion criteria. The results indicate that there is a greater number of studies that suggest that the incorporation of gamification in teaching has an effect on increasing motivation and fewer studies that do not report improvements in motivation. It is possible that the results of studies that do not report improvements may be conditioned by the design of the gamification.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5283
dc.language.isoes
dc.publisherASOC UNIV FORMACION PROFESORADO-AUFOP
dc.sourceREVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO-RIFOP
oaire.resourceTypeReview
uct.indizacionESCI
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