Reverse Gamification and Audiovisual Language in Architecture and Audiovisual Communication Courses at a Peruvian University

García J.J.L.; Padilla G.K. · Smart Innovation, Systems and Technologies (2026) · DOI: 10.1007/978-3-032-09911-2_38

Resumen

This research aimed to analyze the application of audiovisual language in the Minecraft Education video game and its impact on the learning process of architecture and audiovisual communication students at a university in Lima, Peru. The methodology employed was qualitative, based on semi-structured interviews with students and teachers, as well as the analysis of videos produced by students during the development of their academic projects. The main finding revealed that the use of audiovisual language in Minecraft Education facilitated the creation of collaborative projects, enhancing the understanding of complex concepts through the integration of visual, sound, and narrative elements. Additionally, the interaction within the virtual environment promoted problem-based learning and fostered students’ creativity in designing and solving both architectural and audiovisual communication projects. The main conclusion of this study is that incorporating audiovisual language in gamified environments, such as Minecraft Education, can optimize academic learning, strengthen active participation, and promote cognitive and communicative skills in the educational process. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Instituciones: Universidad Peruana de Ciencias Aplicadas