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Educational Gamification for Classroom and Learning Diversity in Higher Education: A Student-Based Methodological Tool

Educational Gamification for Classroom and Learning Diversity in Higher Education: A Student-Based Methodological Tool
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Author(s): Blanca Berral-Ortiz (University of Granada, Spain), José-Antonio Martínez-Domingo (University of Granada, Spain), Patricia Ayllón-Salas (University of Granada, Spain)and Alejandro Martínez-Menéndez (University of Granada, Spain)
Copyright: 2026
Pages: 24
Source title: The Role of Smart Education in a Complex World
Source Author(s)/Editor(s): G. S. Prakasha (Christ University, India), Maria Lapina (North-Caucasus Federal University, Russia), Francisco David Guillén Gámez (University of Málaga, Spain)and Juan J. Leiva-Olivencia (University of Málaga, Spain)
DOI: 10.4018/979-8-3373-7912-8.ch012

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Abstract

Gamification has recently been sustained as one of the most frequently implemented and researched active learning methods, having several challenges and difficulties regarding its proper utilization arisen from field-based experience, especially in educational contexts not intrinsically linked to playful and/or truthfully interactive learning. In this situation, Higher Education is one of the scenarios where gamified practices have offered the most variations regarding its reported effectiveness and proper methodological design. In order to account for such a situation, a narrative review of the most recent gamified experiences in the stage was conducted, offering valuable insights regarding several risks, difficulties and benefits of creating gameful learning proposals. Despite the remarkable recent advances in real experiences of gamified learning, much work remains to be done if educators and researchers alike aim towards establishing clear and meaningful connections between its theoretical principles and actually recommended educational practices in the matter.

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