Didactic model of level-based and progression gamification: an innovative strategy for university learning with applications in the sports context
Keywords:
Educational gamification; intrinsic motivation; timely feedback; knowledge retention; academic performance; physical educationAbstract
The research develops a didactic model of level-based and progression-based gamification aimed at improving the learning of university students in the Pedagogy of Experimental Sciences in Informatics program in Babahoyo, Ecuador. The study addresses a core problem characterized by low motivation, limited active participation, reduced knowledge retention, and insufficient immediate feedback, particularly within a rural context marked by technological constraints. The proposed gamified design integrates level adequacy, intrinsic motivation, and timely feedback, and is grounded in contemporary learning theories. Methodologically, the study adopts a quantitative approach, using a quasi-experimental design with equivalent control and experimental groups. A total of 146 students participated, selected through proportional stratified sampling. The results show that while the control group remained predominantly at low performance levels, the experimental group moved from 100% in the low level to over 80% in the high level after the intervention. The model proves to be highly effective in enhancing learning, offering transferable guidelines to the field of physical education and sports, where level-based gamification can be applied to improve motivation, engagement, and performance among students and athletes.
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