Resumen

CHANTA NUNEZ, Miria Consuelo; HEREDIA NUNEZ, Rosy Luz  y  DIAZ LEVANO, Alexandra Rosario. Gamification in University contexts: A systematic review of its impact on academic motivation. Tribunal [online]. 2025, vol.5, n.13, pp.335-348.  Epub 02-Oct-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i13.273.

The objective of this systematic review was to analyze the impact of gamification on academic motivation in university contexts, based on eighteen articles published between 2021 and 2025 in high-impact databases such as Scopus, Scielo, and ERIC. The research was conducted using a qualitative approach, through a documentary study and a systematic literature review, following the PRISMA guidelines. The results showed that most gamified interventions significantly increased academic motivation, as well as promoting commitment, student participation, and academic performance; however, certain studies reported limited effects associated with dependence on pedagogical designs. It is concluded that gamification is an innovative and effective pedagogical strategy in higher education, provided that it is implemented with pedagogical coherence and adaptation to the student profile.

Palabras clave : Students; Gamification; Academic motivation; Pedagogical strategies; Higher education.

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