Gamification in higher education: a systematic review
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Figura 2. Resultados de búsqueda generales por área de conocimiento. (Español)
Figura 1. Etapas del método aplicado a la revisión sistemática (Español)
Figura 3. IngenierÃa y Arquitectura. (Español)
Figura 4. Administración y EconomÃa. (Español)
Figura 5. Ciencias Sociales y JurÃdicas. (Español)
Figura 6. Ciencias Naturales y Exactas. (Español)
Figura 7. Arte y humanidades. (Español)
Figura 8. Ciencias de la salud. (Español)
Submitted:
Nov 29, 2015
Published:
Feb 26, 2018
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Abstract
Gamification is shown as an alternative for traditional classroom strategies and is increasingly used in higher education. The purpose of the revision is to know the way gamification has brought more interest in the following fields of knowledge in terms of bibliographic production and use: management and economics, arts and humanities, health sciences, natural and exact sciences, social and juridical sciences, engineering, and architecture. Participation was identified according to results in nine academic databases. The field with the highest percentage, based on the scale defined in the methodology, is Engineering and Architecture (3.15), while health sciences obtained 0.49. It is clearly seen that gamification is a field explored in higher education and experiences which have generated its application are different. Setting usage guidelines is recommended, including studies of a bigger scope in order to know its real effects on the learning process.
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How to Cite
Lozada-Ávila, C., & Betancur Gómez, S. (2018). Gamification in higher education: a systematic review. Revista Ingenierías Universidad De Medellín, 16(31), 97–124. https://doi.org/10.22395/rium.v16n31a5
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References
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[4] J. J. Lee and J. Hammer, 'Gamification in education: What, how, why bother?', Acad. Exch. Q., vol. 15, n.° 2, p. 146, 2011.
[5] B. Marne, J. Wisdom, B. Huynh-Kim-Bang, and J.-M. Labat, 'The six facets of serious game design: a methodology enhanced by our design pattern library' in European Conference on Technology Enhanced Learning, 2012, pp. 208–221.
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[8] M. Laskowski and A. Definition, 'Implementing gamification techniques into university study path – a case study', 2015. IEEE Global Engineering Education Conference (EDUCON). March, pp. 582–586, 2015.
[9] E. B. Rangel, F. M. del Campo Sepúlveda, and G. I. Castanedo, 'Experiencias de aprendizaje significativo mediante ludificación en un curso de administración', in 1er Congreso Internacional de Innovación Educativa, 2014.
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[11] M. T. Bonde, G. Makransky, J. Wandall, M. V Larsen, M. Morsing, H. Jarmer, and M. O. A. Sommer, 'Improving biotech education through gamified laboratory simulations,' Nat. Biotechnol., vol. 32, n.° 7, pp. 694–697, 2014.
[12] S. Villagrasa and J. Duran, 'Gamification for learning 3D computer graphics arts', in Proceedings of the First International Conference on technological ecosystem for enhancing multiculturality, 2013, pp. 429–433.
[13] M. S. Shawaqfeh, 'Gamification as a Learning Method in Pharmacy Education,' J. Pharm. Care Heal. Syst., vol. 2015, 2015.
[14] G. Barata, S. Gama, J. Jorge, and D. Gonçalves, 'Engaging engineering students with gamification,' in Games and Virtual Worlds for Serious Applications (VS-GAMES), 2013 5th International Conference on, 2013, pp. 1–8.