Challenges of Innovation Through Gamification in the Classroom
Bibliographic Data
| ID | 22044769 |
|---|---|
| Authors | Magali Denoni (0000-0001-9650-4745, Universidad de Zaragoza), Celia Marcén (0000-0001-5485-881X, Universidad de Zaragoza), Ana Gracia-Gil (0000-0002-2420-4361, Universidad de Zaragoza, corresponding author), Raquel Casanovas López (0000-0003-4790-531X, Universidad de Zaragoza), Sheila Coral-Aguilar (Universidad de Zaragoza) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1341 |
| Publication date | 2025-10-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101341 |
| OpenAlex | W4415008606 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
The demands of modern society regarding academic training have placed the focus of education on active methodologies. Their proven success also presents challenges for the innovation they entail. In this regard, methodological strategies such as gamification are currently focusing their analyses on design to ensure the effectiveness of their outcomes. With this in mind, we aim to analyse a gamification experience in higher education from the perspective of the various stakeholders involved. Using a qualitative methodology, data from an open-ended survey and the learning journals of 73 students were triangulated with the teaching journals of four lecturers. The category-based data analysis indicates that escape room-type games and digital boards are the most highly valued as innovative educational tools that promote active learning. Conflict resolution, cooperative work, and understanding of theoretical knowledge stood out as achieved objectives. The overall positive view, the classroom atmosphere of excitement and fun, and the impact on learning due to increased motivation were highlighted in participants’ opinions. From the lecturers’ perspective, the outcome is shown to be worthwhile in terms of effort and benefit
Focus group · Higher education · Qualitative property · Qualitative research · Educational Games and Gamification
Self-Determination Theory
Assessing the effects of gamification in the classroom
The Gamification of Learning
The rise of motivational information systems
The effect of gamification on motivation and engagement
Gamified learning in higher education
Gamification in theory and action
Why do people use gamification services?
Active learning increases student performance in science, engineering, and mathematics
Measuring Flow
Video games and metacognition in the classroom for the development of 21st century skills
A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses
Technological Tools in Higher Education
A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)
Effects of gender and personality differences on students’ perception of game design elements in educational gamification
The impact of gamification in educational settings on student learning outcomes
Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification
Gamification
Naturalistic inquiry
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |