<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000200931</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i33.774</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto de la gamificación en el aprendizaje activo: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Effect of gamification on active learning: Systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[O efeito da gamificação na aprendizagem ativa: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ulloa Arias]]></surname>
<given-names><![CDATA[Diego Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carcausto Calla]]></surname>
<given-names><![CDATA[Wilfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>33</numero>
<fpage>931</fpage>
<lpage>944</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000200931&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000200931&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000200931&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Una de las metodologías y alternativa innovadora para el aprendizaje en estudiantes universitarios es la gamificación. Este estudio tiene como objetivo identificar cuáles son las capacidades, efectos y factores desarrollados por la gamificación en el aprendizaje activo, así como conocer los principales aportes de los autores. El estudio emplea una metodología de revisión sistemática propuesta en la declaración PRISMA. Se utilizaron publicaciones de tres bases de datos: Web of Science, Scielo y Scopus entre el año 2018 y 2023, considerando los descriptores de búsqueda: &#8220;Gamificación&#8221; y &#8220;aprendizaje activo&#8221; y mediante un proceso de inclusión y exclusión, se llegó a una muestra final de 30 artículos. Como conclusión, se evidencia que la gamificación influye significativamente en el aprendizaje activo del estudiante universitario, desarrollando capacidades como la comunicación, resolución de problemas y habilidades sociales, además, factores del aprendizaje como la motivación, nuevos entornos y autonomía.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT One of the methodologies and innovative alternatives for learning in university students is gamification. This study aims to identify the capabilities, effects and factors developed by gamification in active learning, as well as the main contributions of the authors. The study employs a systematic review methodology proposed in the PRISMA statement. Publications from three databases were used: Web of Science, Scielo and Scopus between 2018 and 2023, considering the search descriptors: "Gamification" and "active learning" and through a process of inclusion and exclusion, a final sample of 30 articles was reached. As a conclusion, it is evident that gamification significantly influences the active learning of university students, developing skills such as communication, problem solving and social skills, as well as learning factors such as motivation, new environments and autonomy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Uma das metodologias e alternativas inovadoras para a aprendizagem de estudantes universitários é a gamificação. Este estudo tem como objetivo identificar as capacidades, os efeitos e os fatores desenvolvidos pela gamificação na aprendizagem ativa, bem como as principais contribuições dos autores. O estudo emprega uma metodologia de revisão sistemática proposta na declaração PRISMA. Foram utilizadas publicações de três bancos de dados: Web of Science, Scielo e Scopus entre 2018 e 2023, considerando os descritores de pesquisa: "Gamification" e "active learning" e, por meio de um processo de inclusão e exclusão, chegou-se a uma amostra final de 30 artigos. Em conclusão, é evidente que a gamificação influencia significativamente a aprendizagem ativa de estudantes universitários, desenvolvendo habilidades como comunicação, resolução de problemas e habilidades sociais, bem como fatores de aprendizagem como motivação, novos ambientes e autonomia.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Active learning]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem ativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
</kwd-group>
</article-meta>
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