Implicaciones de la gamificación en Educación Superioruna revisión sistemática sobre la percepción del estudiante

  1. Mª del Carmen Pegalajar Palomino 1
  1. 1 Universidad de Jaén

    Universidad de Jaén

    Jaén, España


Revista de investigación educativa, RIE

ISSN: 0212-4068

Year of publication: 2021

Volume: 39

Issue: 1

Pages: 169-188

Type: Article

DOI: 10.6018/RIE.419481 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE


Cited by

  • Scopus Cited by: 19 (07-09-2023)
  • Dialnet Metrics Cited by: 15 (29-09-2023)
  • Web of Science Cited by: 8 (22-09-2023)
  • Dimensions Cited by: 16 (19-03-2023)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.711
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 330/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 2.130
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 8/228


  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 4.3
  • Area: Education Percentile: 86

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 1.16
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 202/743


(Data updated as of 19-03-2023)
  • Total citations: 16
  • Recent citations: 15
  • Field Citation Ratio (FCR): 28.22


This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

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