Gamified Experiences in Educational Academic Contexts: A Systematic Review

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https://doi.org/10.17583/qre.13552

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Abstract

Academic literacy is conceived as the set of critical tools for the analysis and production of texts within various disciplines, while gamification is presented as an innovative methodology focused on raising student motivation and performance. In this sense, this study addresses the intersection of these two areas, through a systematic research approach, supported by the ReSiste Framework -CHS and Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) (Page et al., 2021), a meticulous selection of articles was carried out in the Web of science (WOS) databases and SCOPUS. Optimized search strategies were implemented to ensure the quality and relevance of the data collected. The findings of the study highlight the positive impact of gamification on key aspects such as content understanding, intrinsic motivation and academic performance, highlighting its particular effectiveness in virtual contexts and in teacher training. Despite these advances, challenges were identified such as a possible overdependence on recreational elements, which could shift the focus from the main educational purpose. The conclusions highlight the importance of a balanced integration, with the aim of optimizing the educational process of university students.

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References

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2024-10-28

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Baldrich, K., Pérez-García, C., Domínguez-Oller, J. C., & Sánchez-Fortún, J. M. de A. (2024). Gamified Experiences in Educational Academic Contexts: A Systematic Review . Qualitative Research in Education, 13(3), 221–242. https://doi.org/10.17583/qre.13552

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