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

Enviado julho 8, 2025

Publicado 2025-07-31

Artículos

v. 9 n. 2 (2025): Revista Científica Orbis Cognita

Estratégias eficazes na gamificação educativa para potencializar a aprendizagem na cidade 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 https://doi.org/10.48204/j.orbis.v9n2.a7654

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DOI: 10.48204/j.orbis.v9n2.a7654

Publicado: 2025-07-31

Como Citar

Morán Murillo, G. A., Landívar Morán, G. E., & Conde Arteaga, B. A. (2025). Estratégias eficazes na gamificação educativa para potencializar a aprendizagem na cidade de 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

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Este estúdio examina a eficácia de diversas estratégias de gamificação em ambientes educativos para melhorar a aprendizagem dos estudantes em Babahoyo, Equador. O objetivo principal é identificar quais elementos de gamificação, como recompensas, desafios e sistemas de pontos, têm um impacto significativo na motivação e no desempenho acadêmico. Foi implementado um projeto de investigação mixto, combinando entrevistas com 200 estudantes e entrevistas semiestruturadas com 20 educadores. Os resultados indicam que a gamificação, quando implementada corretamente, pode aumentar a motivação intrínseca e extrínseca, melhorando também o desempenho acadêmico. No entanto, também foram identificadas limitações como a falta de recursos tecnológicos e o tempo necessário para projetar atividades gamificadas. Se você concluir que a gamificação pode ser uma ferramenta poderosa na educação, sempre se adapte às necessidades específicas dos alunos e use-a junto com métodos de aprendizado tradicionais.

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Referências

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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Content Top

[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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