Use of challenge-based gamification and its impact on academic motivation among university students at a Peruvian university

Abstract

The main purpose of this research was to examine how the implementation of challenge-based gamification influences the academic motivation of undergraduate engineering students in Lima, Peru. Using a quantitative methodological approach, the primary technique used was observation, complemented by an evaluation rubric, to measure the effectiveness of this pedagogical strategy on the first variable of the study. Regarding the second variable, corresponding to academic motivation, the survey technique was used, implementing a questionnaire structured into specific dimensions. The study adopted a quasi-experimental design, under the scientific research approach and supported by inductive-deductive logical reasoning. The population consisted of 120 students, developed through census sampling. Finally, according to the results. According to the results of the hypothesis test, it was found that challenge-based gamification generated a significant increase in academic motivation. The T test showed significant differences in the post-test (t = - 13,800, p = 0.000), therefore the null hypothesis was rejected, concluding that at the end of the intervention, a positive and significant effect was obtained on the academic motivation variable.