Estrategias Eficaces en la Gamificación Educativa para Potenciar el Aprendizaje en la ciudad de Babahoyo: Estratégias eficazes na gamificação educativa para potencializar a aprendizagem na cidade de Babahoyo

Gloria Adelina Morán Murillo; Guillermo Emanuel Landívar Morán; Bismar Ariel Conde Arteaga

doi:10.48204/j.orbis.v9n2.a7654

Submitted July 8, 2025

Published 2025-07-31

Artículos

Vol. 9 No. 2 (2025): Revista Científica Orbis Cognita

Effective Strategies in Educational Gamification to Enhance Learning in the city of Babahoyo: Estratégias eficazes na gamificação educativa para potencializar a aprendizagem na cidade de Babahoyo

Gloria Adelina Morán Murillo⁺⁻
Guillermo Emanuel Landívar Morán⁺⁻
Bismar Ariel Conde Arteaga⁺⁻

DOI https://doi.org/10.48204/j.orbis.v9n2.a7654

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DOI: 10.48204/j.orbis.v9n2.a7654

Published: 2025-07-31

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Morán Murillo, G. A., Landívar Morán, G. E., & Conde Arteaga, B. A. (2025). Effective Strategies in Educational Gamification to Enhance Learning in the city of Babahoyo: Estratégias eficazes na gamificação educativa para potencializar a aprendizagem na cidade de Babahoyo. Revista Científica Orbis Cógnita, 9(2), 79–99. https://doi.org/10.48204/j.orbis.v9n2.a7654

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This study examines the effectiveness of various gamification strategies in educational settings to enhance student learning in Babahoyo, Ecuador. The primary objective is to identify which gamification elements, such as rewards, challenges, and point systems, have a significant impact on motivation and academic performance. A mixed-method research design was employed, combining surveys of 200 students and semi-structured interviews with 20 educators. The results indicate that gamification, when implemented correctly, can increase intrinsic and extrinsic motivation, thereby improving academic performance. However, limitations such as the lack of technological resources and the time required to design gamified activities were also identified. It is concluded that gamification can be a powerful tool in education, provided it is tailored to meet the specific needs of students and used in conjunction with traditional teaching methods.

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References

Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639
Bouffard, T. (2017). Motivation: theoretical perspectives and applications in education.
Canadian Psychology, 58(4), 303–311. https://doi.org/10.1037/cap0000111
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
García-López, E., Acosta-Gonzaga, E., & Ruiz-Ledesma, R. (2023). Gamificación y rendimiento académico en educación superior: Un estudio con estudiantes de matemáticas. Revista Iberoamericana de Educación, 83(1), 145–168. https://doi.org/10.35362/rie8315853
Gupta, A., & Goyal, M. (2022). Gamification in education: Enhancing engagement and learning. Journal of Educational Technology Systems, 51(2), 215–232. https://doi.org/10.1177/00472395221086577
Howard, S. K. (2022). Socio-material imbrications of gamification practices in teaching and learning. Education and Information Technologies, 27(3), 2335–2354. https://doi.org/10.1007/s10639-021-10617-5
Huang, B., & Hew, K. F. (2020). Measuring the effectiveness of gamification in education: A meta-analysis. Education Sciences, 10(2), 68.
https://doi.org/10.3390/educsci10020068
Kalogiannakis, M., Papadakis, S., & Zaranis, N. (2021). The impact of gamification on students’ academic performance in secondary education. Education and Information Technologies, 26, 4011–4034. https://doi.org/10.1007/s10639-021-10501-2
Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of gamification on students’ learning outcomes and academic performance: A longitudinal study comparing online, traditional, and gamified learning. Education Sciences, 14(4), 367. https://doi.org/10.3390/educsci14040367
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Rincon-Flores, E. G., Santos-Guevara, B. N., & Zavala-González, M. A. (2022). Gamification in higher education: A systematic review of recent trends. Journal of Educational Computing Research, 60(6), 1452–1477. https://doi.org/10.1177/07356331221080354
Romero, M., Usart, M., & Ott, M. (2014). Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2), 148–177. https://doi.org/10.1177/1555412014548919
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sailer, M., Murböck, J., & Fischer, F. (2021). Digital games and motivation in the classroom: A meta-analytic review. Computers & Education, 166, 104153. https://doi.org/10.1016/j.compedu.2021.104153
Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434–443. https://academic-publishing.org/index.php/ejel/article/view/1736
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. M. (2020). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 10(2), 351–360. https://doi.org/10.17509/ijal.v10i2.1861

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[1] Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639

[2] Bouffard, T. (2017). Motivation: theoretical perspectives and applications in education.

[3] Canadian Psychology, 58(4), 303–311. https://doi.org/10.1037/cap0000111

[4] Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

[5] Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

[6] Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040

[7] Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5

[8] García-López, E., Acosta-Gonzaga, E., & Ruiz-Ledesma, R. (2023). Gamificación y rendimiento académico en educación superior: Un estudio con estudiantes de matemáticas. Revista Iberoamericana de Educación, 83(1), 145–168. https://doi.org/10.35362/rie8315853

[9] Gupta, A., & Goyal, M. (2022). Gamification in education: Enhancing engagement and learning. Journal of Educational Technology Systems, 51(2), 215–232. https://doi.org/10.1177/00472395221086577

[10] Howard, S. K. (2022). Socio-material imbrications of gamification practices in teaching and learning. Education and Information Technologies, 27(3), 2335–2354. https://doi.org/10.1007/s10639-021-10617-5

[11] Huang, B., & Hew, K. F. (2020). Measuring the effectiveness of gamification in education: A meta-analysis. Education Sciences, 10(2), 68.

[12] https://doi.org/10.3390/educsci10020068

[13] Kalogiannakis, M., Papadakis, S., & Zaranis, N. (2021). The impact of gamification on students’ academic performance in secondary education. Education and Information Technologies, 26, 4011–4034. https://doi.org/10.1007/s10639-021-10501-2

[14] Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of gamification on students’ learning outcomes and academic performance: A longitudinal study comparing online, traditional, and gamified learning. Education Sciences, 14(4), 367. https://doi.org/10.3390/educsci14040367

[15] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

[16] Rincon-Flores, E. G., Santos-Guevara, B. N., & Zavala-González, M. A. (2022). Gamification in higher education: A systematic review of recent trends. Journal of Educational Computing Research, 60(6), 1452–1477. https://doi.org/10.1177/07356331221080354

[17] Romero, M., Usart, M., & Ott, M. (2014). Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2), 148–177. https://doi.org/10.1177/1555412014548919

[18] Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

[19] Sailer, M., Murböck, J., & Fischer, F. (2021). Digital games and motivation in the classroom: A meta-analytic review. Computers & Education, 166, 104153. https://doi.org/10.1016/j.compedu.2021.104153

[20] Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434–443. https://academic-publishing.org/index.php/ejel/article/view/1736

[21] Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028

[22] Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. M. (2020). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 10(2), 351–360. https://doi.org/10.17509/ijal.v10i2.1861

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