Gamification and digital environments in higher education: Enhancing motivation and experiential learning

Abstract

The integration of gamification strategies into digital environments has transformed teaching and learning dynamics in higher education, fostering new forms of interaction and student motivation. This study aimed to analyze the relationship between digital gamification, academic motivation, and experiential learning among Latin American university students. An empirical, descriptive–correlational research design with a mixed-methods approach was implemented. A total of 300 students from various Latin American universities enrolled in virtual courses and 60 professors were interviewed via teleconferencing. Validated instruments were used, including the Self-Determination Scale (Deci & Ryan, 2008) and a tool based on Kolb’s (1984) experiential learning model, complemented by semi-structured interviews. The results revealed significant increases in intrinsic motivation, autonomy, and perceptions of active learning following the use of gamified tools such as badges, missions, and levels. Faculty members reported notable improvements in participation, feedback quality, and virtual classroom engagement. Overall, findings confirmed that digital gamification enhances student commitment, self-regulation, and meaningful knowledge construction, establishing it as an effective pedagogical strategy for contemporary higher education.