Gamification in distance education: experiences in a university educational model

Abstract

The present article is the result of an investigation to verify if the gamification strategies in a distance learning course at the Autonomous University of Yucatan (UADY) are considered as innovative educational practices, according to the elements of its educational model and to verify the relevance of these strategies through the students' perception. The course was developed through an instructional design model using three basic gamification strategies (storytelling, escape room and "PBL"). Students' reflective journals were used to assess these strategies, as well as their comments in the discussion forums. It was found that the characteristics of UADY's educational model allow the development of innovative strategies such as gamification and on the other hand, students reported having experiences such as new ways of learning and developing behaviors such as motivation and teamwork. These findings are consistent with the literature and generate positive perspectives for the development of gamification in distance education at the university level.

Keywords

• educational model
• educational strategy
• distance education
• higher education
• gamification