La gamificación digital en educación superior: impacto en el aprendizaje autónomo y retención académica universitaria
Digital gamification in higher education: impact on autonomous learning and university academic retentionContenido principal del artículo
La gamificación digital constituye una estrategia pedagógica innovadora que aprovecha elementos lúdicos para mejorar la motivación y el compromiso estudiantil en educación superior. El estudio tiene como objetivo analizar el impacto de la gamificación digital en el desarrollo de competencias de aprendizaje autónomo y la retención académica de estudiantes universitarios en el contexto peruano. Se empleó un enfoque cuantitativo de tipo cuasiexperimental con diseño pretest-postest y grupo control. La población estuvo constituida por 412 estudiantes universitarios distribuidos en grupo experimental (n=206) con metodologías gamificadas y grupo control (n=206) con enseñanza tradicional. Los instrumentos utilizados fueron la Escala de Aprendizaje Autónomo Universitario (EAAU) con α=0.92 y el Cuestionario de Engagement Académico (CEA) con α=0.89. Resultados: Se evidenciaron mejoras significativas en el grupo experimental: incremento del 28% en competencias de aprendizaje autónomo, reducción del 22% en tasas de abandono académico, y aumento del 35% en motivación intrínseca. Se concluye que la gamificación digital demuestra efectividad significativa para transformar la experiencia educativa universitaria.
Digital gamification is an innovative pedagogical strategy that leverages game-like elements to improve student motivation and engagement in higher education. This study aims to analyze the impact of digital gamification on the development of self-directed learning skills and academic retention among university students in the Peruvian context. A quasi-experimental, quantitative approach with a pretest-posttest design and a control group was employed. The population consisted of 412 university students divided into an experimental group (n=206) using gamified methodologies and a control group (n=206) using traditional teaching methods. The instruments used were the University Self-Directed Learning Scale (EAAU) with α=0.92 and the Academic Engagement Questionnaire (CEA) with α=0.89. Results: Significant improvements were observed in the experimental group: a 28% increase in self-directed learning skills, a 22% reduction in academic dropout rates, and a 35% increase in intrinsic motivation. It is concluded that digital gamification demonstrates significant effectiveness in transforming the university educational experience.
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