Metodologías lúdicas para la evaluación en educación superior: una revisión sistemática
DOI:
https://doi.org/10.21556/edutec.2025.91.3519Keywords:
Higher education assessment, Gamification, Escape room, Kahoot, Serious Games, Game-based learningAbstract
Traditional assessment methods often fail to comprehensively capture students' skills, prompting a shift toward more dynamic approaches. In this context, playful methodologies are gaining increasing prominence. This study aims to analyze the impact of these methodologies on university educational assessment. To this end, a systematic review was conducted following PRISMA guidelines. The search was performed in four databases (Scopus, Web of Science, PubMed, and Dialnet Plus), identifying experimental and quasi-experimental studies that applied playful methodologies in higher education assessments. The results highlighted game-based learning as the most used methodology, followed by escape rooms and gamification. These methodologies significantly improved student participation, motivation, and performance, providing more dynamic and comprehensive assessments of their competencies. The findings suggest that integrating playful methodologies into university assessments enhances educational outcomes by making the evaluation process more engaging and effective. This shift in assessment strategies allows for a deeper understanding of students' competencies, although further research is needed to optimize their implementation in different educational contexts.
Funding
University of Almería (PID24_25_1_10C)
Downloads
References
Akbari, M., Nguyen, H. M., McClelland, R., & Van Houdt, K. (2022). Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy. Education+ Training, 64(1), 69-88. https://doi.org/10.1108/ET-04-2021-0121 DOI: https://doi.org/10.1108/ET-04-2021-0121
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004 DOI: https://doi.org/10.1016/j.chb.2019.08.004
Barcena-Toyos, P. (2022). La gamificación como herramienta para dinamizar la evaluación continua en un máster universitario. Revista de Estilos de Aprendizaje, 30. https://doi.org/10.55777/rea.v15i30.4598 DOI: https://doi.org/10.55777/rea.v15i30.4598
Boytchev, P., & Boytcheva, S. (2020). Gamified evaluation in STEAM for higher education: A case study. Information, 11(6), 316. https://doi.org/10.3390/info11060316 DOI: https://doi.org/10.3390/info11060316
Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822. https://doi.org/10.3390/su12124822 DOI: https://doi.org/10.3390/su12124822
Cash, A. R., Penick, J. R., Todd, C. F., & So, M. C. (2023). Escaping the environmental crises: online escape rooms for evaluating student data analysis skills. Journal of Chemical Education, 100(11), 4530-4535. https://doi.org/10.1021/acs.jchemed.3c00339 DOI: https://doi.org/10.1021/acs.jchemed.3c00339
Dæhli, O., Kristoffersen, B., Lauvås Jr, P., & Sandnes, T. (2021). Exploring Feedback and Gamification in a Data Modeling Learning Tool. Electronic Journal of e-Learning, 19(6), 559-574. https://doi.org/10.34190/ejel.19.6.2501 DOI: https://doi.org/10.34190/ejel.19.6.2501
Dinu, A.-A., Duican, M.-A., Raducu, R.-C., & Boiangiu, C.-A. (2021). Comparative analysis between mainstream software development methodologies. eLearning & Software for Education, 2. https://doi.org/10.12753/2066-026X-21-076 DOI: https://doi.org/10.12753/2066-026X-21-076
Fitria, T. N. (2023). The impact of gamification on students’ motivation: A Systematic Literature Review. LingTera, 9(2), 47-61. https://doi.org/10.21831/lt.v9i2.56616 DOI: https://doi.org/10.21831/lt.v9i2.56616
Fotaris, P., & Mastoras, T. (2019). Escape rooms for learning: A systematic review. Proceedings of the European Conference on Games Based Learning. http://dx.doi.org/10.34190/GBL.19.179 DOI: https://doi.org/10.34190/GBL.19.179
Fusco, N. M., Foltz-Ramos, K., & Ohtake, P. J. (2022). An interprofessional escape room experience to improve knowledge and collaboration among health professions students. American Journal of Pharmaceutical Education, 86(9), ajpe8823. https://doi.org/10.5688/ajpe8823 DOI: https://doi.org/10.5688/ajpe8823
Japón, D. X. P., Herrera, D. G. G., & Lozano, M. I. Á. (2022). Gamificación como estrategia de evaluación formativa en estudiantes de la carrera de software. Revista Arbitrada Interdisciplinaria Koinonía, 7(2), 249-266. http://dx.doi.org/10.35381/r.k.v7i2.1915 DOI: https://doi.org/10.35381/r.k.v7i2.1915
Jones, B., & Sturrock, K. (2022). Just by being here, you aren’t halfway there: Structured active learning and its integration in virtual learning environments and assessment. Science & Justice, 62(6), 691-695. https://doi.org/10.1016/j.scijus.2022.05.005 DOI: https://doi.org/10.1016/j.scijus.2022.05.005
Kohnke, L., & Moorhouse, B. L. (2022). Using Kahoot! to gamify learning in the language classroom. Relc Journal, 53(3), 769-775. http://dx.doi.org/10.1177/00336882211040270 DOI: https://doi.org/10.1177/00336882211040270
Lee, J.-K., & Lee, W.-K. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers in Human Behavior, 24(1), 32-47. https://doi.org/10.1016/j.chb.2006.12.001 DOI: https://doi.org/10.1016/j.chb.2006.12.001
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Annals of Internal Medicine, 151(4), W-65-W-94. https://doi.org/10.1371/journal.pmed.1000100 DOI: https://doi.org/10.7326/0003-4819-151-4-200908180-00136
Lohitharajah, J., & Youhasan, P. (2022). Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions. Journal of Advances in Medical Education & Professionalism, 10(3), 156. https://doi.org/10.30476%2FJAMP.2022.93731.1548
López-Gómez, J. A., Rodrigo Rubio, R., Carrasco, Á., & Mata Cabrera, F. (2020). La Escape Room como actividad de formación, evaluación y mejora de la motivación del estudiante: una experiencia en Ofimática Aplicada a la Ingeniería. Actas de las Jenui, 5, 237-244.
Manzano-León, A., Rodríguez-Ferrer, J. M., Aguilar-Parra, J. M., Martínez Martínez, A. M., Luque de la Rosa, A., Salguero García, D., & Fernández Campoy, J. M. (2021). Escape rooms as a learning strategy for special education master’s degree students. International Journal of Environmental Research and Public Health, 18(14), 7304. https://doi.org/10.3390%2Fijerph18147304 DOI: https://doi.org/10.3390/ijerph18147304
Molina-Torres, G., Sandoval-Hernández, I., Ropero-Padilla, C., Rodriguez-Arrastia, M., Martínez-Cal, J., & Gonzalez-Sanchez, M. (2021). Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study. International Journal of Environmental Research and Public Health, 18(23), 12778. https://doi.org/10.3390/ijerph182312778 DOI: https://doi.org/10.3390/ijerph182312778
Oluwajana, D., Idowu, A., Nat, M., Vanduhe, V., & Fadiya, S. (2019). The adoption of students’ hedonic motivation system model to gamified learning environment. Journal of Theoretical and Applied Electronic Commerce Research, 14(3), 156-167. https://doi.org/10.4067/S0718-18762019000300109 DOI: https://doi.org/10.4067/S0718-18762019000300109
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. http://dx.doi.org/10.1177/2379298116689783 DOI: https://doi.org/10.1177/2379298116689783
Ramos, J. P. H., & Fincias, P. T. (2020). Kahoot! en la formación de los futuros profesionales de la educación. Hekademos: Revista Educativa Digital(29), 23-31. Recuperado a partir de https://www.hekademos.com/index.php/hekademos/article/view/21
Rodriguez-Ferrer, J. M., Manzano-León, A., Cangas, A. J., & Aguilar-Parra, J. M. (2022). A web-based escape room to raise awareness about severe mental illness among university students: Randomized controlled trial. JMIR Serious Games, 10(2), e34222. https://doi.org/10.2196/34222 DOI: https://doi.org/10.2196/34222
Rosillo, N., & Montes, N. (2021). Escape room dual mode approach to teach maths during the COVID-19 era. Mathematics, 9(20), 2602. https://doi.org/10.3390/math9202602 DOI: https://doi.org/10.3390/math9202602
Sambell, K. (2012). Assessment for Learning in Higher Education. Routledge. https://doi.org/10.4324/9780203818268 DOI: https://doi.org/10.4324/9780203818268
Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., & Benítez-Márquez, M. D. (2020). Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study. Sustainability, 12(20), 8513. https://doi.org/10.3390/su12208513 DOI: https://doi.org/10.3390/su12208513
Searle, M., & Poth, C. (2021). Collaborative evaluation designs as an authentic course assessment. Canadian Journal of Program Evaluation, 35(3), 422-436. https://doi.org/10.3138/cjpe.69691 DOI: https://doi.org/10.3138/cjpe.69691
Shraga-Roitman, Y., Cohen-Liverant, R., Soffer-Vital, S., Finkelstein, I., & Grebelsky-Lichtman, T. (2023). Towards multicultural, inclusive and diverse evaluation–Exploring post-Secondary students’ perceptions. Intercultural Education, 34(4), 378-395. https://doi.org/10.1080/14675986.2023.2187349 DOI: https://doi.org/10.1080/14675986.2023.2187349
Sofyan, M., Finefter-Rosenbluh, I., & Barnes, M. (2023). Unpacking the ethics of care and safe learning environments in Indonesian vocational higher education settings: a contested space of power and (teaching) effectiveness. Pedagogy, Culture & Society, 1-20. https://doi.org/10.1080/14681366.2023.2187437 DOI: https://doi.org/10.1080/14681366.2023.2187437
Tierney, R. D. (2022). Fairness in educational testing and assessment. Routledge Encyclopedia of Education. Routledge, 10. DOI: https://doi.org/10.4324/9781138609877-REE35-1
Wahyuni, S., & Etfita, F. (2023). The application of Kahoot as an online assessment tool to foster student’s engagement: Student’s experiences and voices. Register Journal, 16(2), 248-266. http://dx.doi.org/10.18326/register.v16i2.248-266 DOI: https://doi.org/10.18326/register.v16i2.248-266
Yang, C.-L., Chang, C.-Y., & Jen, H.-J. (2023). Facilitating undergraduate students’ problem-solving and critical thinking competence via online escape room learning. Nurse Education in Practice, 73, 103828. https://doi.org/10.1016/j.nepr.2023.103828 DOI: https://doi.org/10.1016/j.nepr.2023.103828
Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G.-M. (2022). Game-based learning: enhancing student experience, knowledge gain, and usability in higher education programming courses. IEEE Transactions on Education, 65(4), 502-513. http://dx.doi.org/10.1109/TE.2021.3136914 DOI: https://doi.org/10.1109/TE.2021.3136914
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Edutec, Revista Electrónica de Tecnología Educativa

This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)