<?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>S2739-00632025000300216</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14549138</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación y tecnología en la educación infantil: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification and technology in early childhood education: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buendía Cueva]]></surname>
<given-names><![CDATA[Gissela Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tasayco Diaz]]></surname>
<given-names><![CDATA[Ana Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menacho Rivera]]></surname>
<given-names><![CDATA[Alejandro Sabino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</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=S2739-00632025000300216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio examina la incorporación de tecnologías en la gamificación aplicada a la educación preescolar, subrayando su potencial para enriquecer el aprendizaje y fomentar el desarrollo integral de los niños desde edades tempranas. A través de una metodología cualitativa, sustentada en una revisión sistemática de literatura siguiendo el protocolo PRISMA, se analizaron diez artículos publicados entre 2019 y 2024 en bases de datos indexadas como Scopus y SciELO. Los estudios seleccionados exploran el impacto de herramientas tecnológicas y estrategias gamificadas en entornos educativos, con un enfoque en sus efectos sobre el desarrollo cognitivo, emocional y académico de los niños. Los resultados destacan que la gamificación, respaldada por aplicaciones educativas y plataformas interactivas, promueve un aprendizaje más motivador y efectivo. Además, se resalta el creciente interés por la alfabetización temprana en inteligencia artificial (IA) y el desarrollo del pensamiento computacional, favoreciendo la adquisición de habilidades lógicas y de resolución de problemas. No obstante, también se identificó la necesidad de adaptar estas herramientas a las particularidades culturales y educativas de cada contexto, así como de capacitar adecuadamente a los educadores para su correcta implementación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study examines the incorporation of technologies in gamification applied to preschool education, highlighting its potential to enrich learning and promote the comprehensive development of children from an early age. Through a qualitative methodology, supported by a systematic literature review following the PRISMA protocol, ten articles published between 2019 and 2024 in indexed databases such as Scopus and SciELO were analyzed. The selected studies explore the impact of technological tools and gamified strategies in educational environments, with a focus on their effects on children's cognitive, emotional and academic development. The results highlight that gamification, supported by educational applications and interactive platforms, promotes more motivating and effective learning. In addition, the growing interest in early literacy in artificial intelligence (AI) and the development of computational thinking is highlighted, favoring the acquisition of logical and problem-solving skills. However, the need to adapt these tools to the cultural and educational particularities of each context was also identified, as well as to adequately train educators for their correct implementation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognitivo]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[cognitive development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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