Computational thinking and gamification in students at a private university in Lima, Peru

Nina-Cuchillo E.E.; Janqui-Guzmán H.; Ramírez-Valera A.; Calapuja-Chura J.L. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000400043

Resumen

This study sought to determine the relationship between computational thinking and gamification in students at a private university in Lima, Peru. The design was non-experimental, correlational, and cross-sectional. The population consisted of 380 students and the random sample of 192. A survey was used as the technique and a structured questionnaire as the instrument. Descriptively, 58.9% of students presented a deficient level of computational thinking and 67.2% a low level of gamification. Inferentially, the Spearman correlation showed a moderate and significant positive relationship between both variables (rho = 0.683; p = 0.000), confirming the alternative hypothesis. It is concluded that integrating gamified activities with the development of computational thinking favors meaningful learning, greater motivation, and the strengthening of digital skills in higher education. Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons https://creativecommons.org/licenses/by-nc/4.0/deed.en

Instituciones: Universidad Nacional de San Antonio Abad del Cusco; Universidad Tecnológica del Perú; Universidad Católica de Santa María; Universidad César Vallejo