Gamification in the classroom and its contribution to inclusive university education

Abstract

DOI: https://doi.org/10.46296/rc.v9i17.0419

ABSTRACT

Internationally, gamification has been recognized as a powerful strategy for promoting inclusion in the classroom, especially because it allows activities to be adapted to different learning paces and styles. Special education experts maintain that this methodology fosters collaborative work, motivation, and active participation among students with diverse needs, making it a valuable resource for various settings. Recent studies demonstrate that digital games and personalized game dynamics improve retention, active learning, and socio-emotional skills in higher education and special education contexts (Inga, 2025). In Ecuador, gamification has been explored as an alternative to address diversity in classrooms and increase student motivation. Research conducted in institutions across the country shows that game elements, such as challenges, badges, and competitive activities, allow students to engage with content in a more attractive and challenging way. Following the pandemic, gamified strategies were implemented, which successfully increased students' academic performance, demonstrating significant learning outcomes (Andino, 2025). In this context, the Southern State University of Manabí (UNESUM) has developed various academic and research projects aimed at improving teaching-learning processes through active didactic techniques, including gamification, demonstrating its commitment to inclusive education and attention to student diversity (Martínez, 2025).

Keywords: Gamification, classroom, education, playful elements.