Relationship between gamification and academic performance in higher education students: a study from the perspective of social pedagogy

Corrales Lozano J.A.; Taipe Haqquehua E.; Huamán Moreano D.; Quispe Ccorimanya M.E. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.17281949

Resumen

This research examines how gamified strategies influence the academic achievements of university students, adopting a social pedagogy approach that prioritizes collective knowledge construction over individual performance. Using a correlational design with 147 participants from an educational institution, multiple dimensions of gamification and their association with academic performance indicators were evaluated. Nonparametric analyses revealed that gamification through a quantitative approach maintains a statistically significant association with performance (rho = .481), with attentional capacity and students' sense of control being the most influential mechanisms. From a social pedagogy perspective, these results indicate that gamification can function as a tool for educational emancipation by redistributing power dynamics in the classroom and promoting collaborative participation, thus contributing to the training of educators who are socially committed to community transformation processes.

Instituciones: Universidad para el Desarrollo Andino; Universidad César Vallejo