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Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation.
We are currently at a critical educational moment. Teachers in the 21st century have many pedagogical resources at their disposal, aiming to respond to current academic demands. In the last decades, Information and Communication Technologies (ICT) have gained significant importance in society and possibly in the future of education, following a clear objective: to improve the quality of the teaching-learning process [1]. Several studies show the validity of ICT tools, such as the use of the internet [2] or tools that promote digital socialization [3] in the educational world, even in a situation as critical as a global pandemic [4, 5]. These ICT tools were incorporated into the pedagogical field, providing teachers with tools with a more formative use for the student, such as the LKT (Learning and Knowledge Technologies). This interesting connection [6] corroborates the recommendations of the 2030 agenda, especially the Sustainable Development Goals (SDG) which refer to quality education and innovation [7]. The United Nations Educational, Scientific and Cultural Organization (UNESCO) [8] adopted the new global framework on education for sustainable development (ESD). It focuses on integrating ESD into policies, learning environments and capacity development of educators, among others. Therefore, to adapt and achieve the objectives pursued by both the United Nations and UNESCO, it is necessary to research and discover the most appropriate methodologies and educational strategies for each educational context and field.
The educational community needs to achieve more sustainable and meaningful learning [9], which requires a change in traditional approaches, transforming the memorization of the traditional method into more active learner participation [10]. Traditional teaching methods and techniques are no longer sufficient to meet current educational demands. Therefore, institutions and teachers must develop their practices and use new strategies [11]. In recent decades, much research has been conducted on playful pedagogical strategy [12].
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Traditional learning theory focuses on the cognitive dimension and does not include the emotional and social dimensions of learning [13]. The use of games in education has been driven by researchers [14] who argued that games are essential to learning. Rapid advances in ICT and digital games have led to these technologies being seen as ideal solutions to address the education system’s shortcomings and increase student motivation and teacher acceptance [15].
In physical education, the enjoyment of any game is a fundamental right of every human being and providing excellent opportunities for developing creativity and imagination [16, 17, 18]. The game as a pedagogical resource allows us to work on the fundamental knowledge that will help the development of any person as a future active member of our society.
Game-Based Learning (GBL) uses games and their relationship to reality, content and the educational process, with a clear objective, the resolution or completion of tasks and the associated competencies [19]. GBL is a methodology that focuses on designing and implementing games [20] to ensure that students enjoy the playful experience [21] and guides students toward an ultimate educational goal. However, we should distinguish GBL from ‘Gamification’ [22, 23]. We have already seen that GBL is based on using games as content to achieve an educational goal [24]. For example, using the trivia game, a world-famous quiz game that is also adapted to an educational context [25], changing the categories and questions to reinforce the subject content would already be a clear example of GBL.
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Gamification, on the other hand, is defined as using certain game elements in a nongame context [26]. In this case, only one element of the trivial game is selected. An example of Gamification would be to provide learners with rewards in the form of objects as in the original game, for completing a task. The Game Design Element (MDA) has three crucial acronyms to consider. The first letter stands for mechanics, closely related to the game system and how it works; the second stands for dynamics, which describes the player’s behavior; and the third letter stands for aesthetics, which represents the emotional reactions it elicited from the player [27].
We note, then, that GBL and Gamification are two different terms but are compatible. The combination of both strategies, using games as an activity or content enhanced by a gamified dynamic, makes students enjoy all the elements and benefits of the game. [28].
Several studies show that Gamification on tasks, readings and classroom activities positively affects student learning and motivation [28, 29]. At the same time, other research [30, 31] has shown that creating and implementing games in the classroom improves academic performance and motivation. However, what would happen if, in addition to proposing a gamified dynamic, the pedagogical resources used were digital games?
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In recent years, GBL has been digitized due to its adaptation to the characteristics of this generation of learners, for whom technology acceptance [32] and coherent use is an essential motivating element [33, 34]. These digital games connect with a constructivist vision of learning, as they offer digital exploratory environments for learners and are ideal for experimenting and building cognitive and emotional learning [35, 36, 37]. Gamified DGBL is an educational strategy that creates a playful dynamic with game elements, focusing on digital games as educational activities.
GBL deepens students’ understanding of educational content so that they can solve complex problems and develop creative and critical thinking [38]. The study carried out on an information and communication technology by [39], shows that the combination of Gamification dynamics, such as leaderboards, rewards, points and challenges improves the effects of engagement on academic performance. In the same way, [40], in the context of physical education, showed that the academic performance of the gamified group increased. The use of the DGBL methodology also reported positive effects on academic performance in the study conducted by [41], with a significant increase in the scores of students who used videogames.
On the other hand, the results of studies on improving academic performance due to the use of game elements vary depending on the context of implementation [42]. A longitudinal study by [43] shows that students in the gamified course perform worse on final exams than those in the nongamified class. The author’s reason is that giving rewards that encourage competition through a digital leaderboard is detrimental to motivation. The use of the game in the specific case of [44], could not affirm that this methodology improved academic performance through digital games.
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In the educational context, motivation is considered one of the critical factors leading to academic success [45, 46]. Regarding types of motivation, the most traditional distinction, the self-determination theory [47], distinguishes intrinsic motivation, extrinsic motivation and demotivation. Intrinsic motivation drives activities for genuine individual interest and satisfaction, while extrinsic motivation refers to doing an activity for some separable outcome rather than for inherent enjoyment [47]. Conversely, demotivation is the lack of a volitional impulse to engage in any activity [48]. That does not originate from a self-determined motivation [49]. One element related to motivation is Flow,
Gamification, on the other hand, is defined as using certain game elements in a nongame context [26]. In this case, only one element of the trivial game is selected. An example of Gamification would be to provide learners with rewards in the form of objects as in the original game, for completing a task. The Game Design Element (MDA) has three crucial acronyms to consider. The first letter stands for mechanics, closely related to the game system and how it works; the second stands for dynamics, which describes the player’s behavior; and the third letter stands for aesthetics, which represents the emotional reactions it elicited from the player [27].
We note, then, that GBL and Gamification are two different terms but are compatible. The combination of both strategies, using games as an activity or content enhanced by a gamified dynamic, makes students enjoy all the elements and benefits of the game. [28].
Several studies show that Gamification on tasks, readings and classroom activities positively affects student learning and motivation [28, 29]. At the same time, other research [30, 31] has shown that creating and implementing games in the classroom improves academic performance and motivation. However, what would happen if, in addition to proposing a gamified dynamic, the pedagogical resources used were digital games?
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In recent years, GBL has been digitized due to its adaptation to the characteristics of this generation of learners, for whom technology acceptance [32] and coherent use is an essential motivating element [33, 34]. These digital games connect with a constructivist vision of learning, as they offer digital exploratory environments for learners and are ideal for experimenting and building cognitive and emotional learning [35, 36, 37]. Gamified DGBL is an educational strategy that creates a playful dynamic with game elements, focusing on digital games as educational activities.
GBL deepens students’ understanding of educational content so that they can solve complex problems and develop creative and critical thinking [38]. The study carried out on an information and communication technology by [39], shows that the combination of Gamification dynamics, such as leaderboards, rewards, points and challenges improves the effects of engagement on academic performance. In the same way, [40], in the context of physical education, showed that the academic performance of the gamified group increased. The use of the DGBL methodology also reported positive effects on academic performance in the study conducted by [41], with a significant increase in the scores of students who used videogames.
On the other hand, the results of studies on improving academic performance due to the use of game elements vary depending on the context of implementation [42]. A longitudinal study by [43] shows that students in the gamified course perform worse on final exams than those in the nongamified class. The author’s reason is that giving rewards that encourage competition through a digital leaderboard is detrimental to motivation. The use of the game in the specific case of [44], could not affirm that this methodology improved academic performance through digital games.
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In the educational context, motivation is considered one of the critical factors leading to academic success [45, 46]. Regarding types of motivation, the most traditional distinction, the self-determination theory [47], distinguishes intrinsic motivation, extrinsic motivation and demotivation. Intrinsic motivation drives activities for genuine individual interest and satisfaction, while extrinsic motivation refers to doing an activity for some separable outcome rather than for inherent enjoyment [47]. Conversely, demotivation is the lack of a volitional impulse to engage in any activity [48]. That does not originate from a self-determined motivation [49]. One element related to motivation is Flow,
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