Evolution and impact of gamification models in higher education

Abstract

This article analyzes the evolution of gamification models implemented in an undergraduate licentiate program in higher education, focusing on their effects on teaching and learning processes. Three distinct gamification projects are examined: the “Colmeia” Project, the REGRID-20 Project, and the Sages’ Challenge Project (“Desafio dos Sábios”). The theoretical foundation draws on discussions about pedagogical innovation, active methodologies, and the Octalysis framework’s eight core motivational drives, in articulation with the observed pedagogical practices. Additionally, a qualitative analysis of student responses was conducted. The findings indicate that, when intentionally applied, gamification enhances student engagement and promotes the development of competencies aligned with 21st-century demands. The article promotes active methodologies in higher education by highlighting the gamification process and emphasizing student identity as a key factor in creating a meaningful learning environment.