Gamification and ubiquitous learning in higher education: applying learning styles

Abstract

Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students’ academic performance and motivation in the learning process.

Keywords

• distance education
• higher education
• team teaching
• teaching method
• learning method