<?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>S2739-00632026000103061</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15427281</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en la evaluación educativa: transformando el aprendizaje en experiencias interactivas desde una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in Educational Assessment: Transforming Learning into Interactive Experiences through a Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quenema Camacho]]></surname>
<given-names><![CDATA[Norma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condeso Camizan]]></surname>
<given-names><![CDATA[Selman Dennis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Palacios]]></surname>
<given-names><![CDATA[Freddy William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otero Bocanegra]]></surname>
<given-names><![CDATA[Paola Cynthia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Ramos]]></surname>
<given-names><![CDATA[Erick Joel]]></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>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Frontera  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000103061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000103061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000103061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta revisión sistemática analiza 30 estudios publicados entre 2020 y 2025 en la base de datos Scopus, con el objetivo de evaluar cómo la gamificación transforma los procesos de evaluación en la educación universitaria. Los resultados evidencian que la integración de mecánicas de juego -como puntos, niveles, desafíos y recompensas- incrementa la motivación y el compromiso estudiantil, facilita el desarrollo de competencias transversales (pensamiento crítico, comunicación y trabajo en equipo), y redefine el rol del docente como diseñador de experiencias formativas. Siguiendo el protocolo PRISMA, se seleccionaron investigaciones empíricas que aplicaron herramientas como Kahoot!, Quizizz y entornos de realidad virtual, organizando los hallazgos en cinco dimensiones temáticas: motivación, competencias, rol docente, rendimiento académico e inclusión. Los estudios revisados reportan mejoras significativas en las calificaciones y en la percepción del aprendizaje, aunque también subrayan la necesidad de una mayor sistematización metodológica y formación docente para asegurar su sostenibilidad y equidad. En conjunto, la gamificación se posiciona como una estrategia complementaria capaz de transformar la evaluación de una práctica meramente certificadora en un proceso dinámico, participativo y formativo, siempre que sea cuidadosamente adaptada al contexto y a las necesidades de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This systematic review analyzes 30 studies published between 2020 and 2025 in the Scopus database, with the aim of evaluating how gamification transforms evaluation processes in university education. The results show that the integration of game mechanics -such as points, levels, challenges, and rewards- increases student motivation and commitment, facilitates the development of transversal competencies (critical thinking, communication, and teamwork), and redefines the role of the teacher as a designer of training experiences. Following the PRISMA protocol, empirical research was selected that applied tools such as Kahoot!, Quizizz and virtual reality environments, organizing the findings into five thematic dimensions: motivation, competencies, teaching role, academic performance and inclusion. The studies reviewed report significant improvements in grades and in the perception of learning, although they also underline the need for greater methodological systematization and teacher training to ensure its sustainability and equity. Overall, gamification is positioned as a complementary strategy capable of transforming the evaluation from a merely certifying practice into a dynamic, participatory, and formative process, provided that it is carefully adapted to the context and the needs of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[evaluación universitaria]]></kwd>
<kwd lng="es"><![CDATA[motivación estudiantil]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[university assessment]]></kwd>
<kwd lng="en"><![CDATA[student motivation]]></kwd>
</kwd-group>
</article-meta>
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