Resumen

QUENEMA CAMACHO, Norma et al. Gamification in Educational Assessment: Transforming Learning into Interactive Experiences through a Systematic Review. Revista InveCom [online]. 2026, vol.6, n.1, e601061.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15427281.

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.

Palabras clave : gamification; university assessment; student motivation.

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