Game-changing education: Evaluating the impact of gamification on transversal skills and academic outcomes in higher education

Latorre-Cosculluela, Cecilia (Universidad de Zaragoza) ; Sierra-Sánchez, Verónica (Universidad de Zaragoza) ; Suárez, Cristina

Resumen: Understood as the use of game elements in non-ludic contexts, gamification has been shown to positively influence key educational variables. This study designed and implemented a gamified intervention using the ClassDojo web/mobile application. A total of 117 university students participated, with the aim of fostering transversal skills, teamwork, and improving academic performance. The impact of the intervention was evaluated by comparing students’ academic results after the program with those from the previous academic year, in which no gamification was applied, as well as with a comparable subject used as a control group. The results indicate a substantial improvement in academic performance among students exposed to the gamified experience, although the effects were not uniform across all participants. Overall, the findings suggest the multicomponent intervention may have contributed to improved academic outcomes, and align with prior evidence suggesting that cooperative gamified learning environments are conducive to the activation of transversal skills relevant for future professional contexts. These results highlight the value of gamified learning strategies supported by digital platforms to promote improved academic performance in higher education, particularly for students who start from a lower initial academic position.

Idioma: Inglés

DOI: 10.1016/j.ijer.2026.103013

Año: 2026

Publicado en: International Journal of Educational Research 138 (2026), 103013 [12 pp.]
ISSN: 0883-0355

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)