Teaching Teaching and learning processes mediated by gamification: an adaptable and flexible pedagogical methodology in the university context

Abstract

The purpose of the research was to use gamification as a means to improve educational quality and prepare students to effectively and creatively face future challenges. Objectives: To diagnose the challenges presented by the implementation of gamification in teaching and learning processes in the university context.To describe the pedagogical and technological capabilities of universities to adapt and apply gamified methodologies in their academic programs. To propose lines of action for the effective integration of gamification as an adaptable and flexible pedagogical methodology in higher education. Methodology: The research was guided by a quantitative paradigm and was framed within descriptive field research. A questionnaire was used as an instrument, employing the survey technique, which was structured using a five-point Likert scale (Always (A), Almost Always (AA), Sometimes (S), Almost Never (AN), Never (N)). A total of three hundred forty-nine (349) teachers and nine hundred nine (909) students were surveyed as part of the sample. Results: The application of gamification in university teaching and learning processes would result in increased motivation and engagement among students, as well as improved understanding and retention of content. This would translate into more meaningful learning that is adaptable to the individual needs of each student. Conclusion: The integration of gamification in higher education requires a design aligned with learning objectives, offering flexibility and personalization to adapt to each student's learning styles. Additionally, teacher training, continuous assessment, and inclusion are essential to foster an active and meaningful learning environment that prepares students to face future challenges