<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300109</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14020536</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El juego y la gamificación como facilitadores del aprendizaje en estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Gaming and gamification as learning facilitators for students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peñafiel Villavicencio]]></surname>
<given-names><![CDATA[Priscila Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordoñez Reino]]></surname>
<given-names><![CDATA[Betty Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Sánchez]]></surname>
<given-names><![CDATA[Lineth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal Amazónica  ]]></institution>
<addr-line><![CDATA[Puyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal Amazónica - UEA  ]]></institution>
<addr-line><![CDATA[Puyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estatal Amazónica  ]]></institution>
<addr-line><![CDATA[Puyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se consideró de suma importancia el juego y la gamificación como componentes esenciales en el proceso de aprendizaje de los estudiantes. En consecuencia, se consideró apropiado que los docentes integraran actividades que promovieran el aprendizaje lúdico en sus métodos de enseñanza, alineándose con los objetivos de la clase. El propósito de este artículo fue llevar a cabo un análisis del estado del arte respecto al juego y la gamificación como facilitadores del aprendizaje en diversos contextos. Este análisis se realizó utilizando el método PRISMA y se basó en una muestra de 20 investigaciones publicadas en revistas indexadas en bases de datos como Scopus, SciELO, Mendeley y ERIC, abarcando el período de 2020 a 2024. Los hallazgos evidenciaron los beneficios de incluir el juego y la gamificación en los procesos de aprendizaje, destacando una relación positiva entre las actividades lúdicas y la obtención de un aprendizaje significativo, lo que contribuyó a crear un ambiente motivador en el aula. Se llegó a la conclusión de que era beneficioso incorporar el juego y actividades de gamificación en el entorno educativo para lograr los objetivos de la clase.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Play and gamification were considered of utmost importance as essential components in the students' learning process. Consequently, it was considered appropriate for teachers to integrate activities that promote playful learning in their teaching methods, aligning with the objectives of the class. The purpose of this article was to carry out an analysis of the state of the art regarding gamification and gamification as facilitators of learning in various contexts. This analysis was conducted using the PRISMA method and was based on a sample of 20 research papers published in journals indexed in databases such as Scopus, SciELO, Mendeley and ERIC, covering the period from 2020 to 2024. The findings evidenced the benefits of including games and gamification in learning processes, highlighting a positive relationship between playful activities and the achievement of meaningful learning, which contributed to create a motivating environment in the classroom. It was concluded that it was beneficial to incorporate gaming and gamification activities in the educational environment to achieve classroom objectives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[gaming]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
</kwd-group>
</article-meta>
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