Herramientas digitales y gamificación en educación superior tecnológica: una revisión bibliográfica: Digital tools for learning gamification in technological higher education: a literature review

Katty Lourdes Moncerrate Giler; Hishochy Delgado Mendoza

doi:10.33936/cognosis.v11i3.8511

Authors

Katty Lourdes Moncerrate Giler Instituto Superior Tecnológico Ismael Pérez Pazmiño. Ecuador. https://orcid.org/0000-0001-7476-1978
Español Universidad Nacional de Educación. Ecuador / Universidad Técnica de Machala. Ecuador. https://orcid.org/0000-0002-9807-1661

DOI:

https://doi.org/10.33936/cognosis.v11i3.8511

Abstract

This study analyzed the digital tools used in learning gamification processes within technological higher education, considering their main pedagogical benefits, limitations, and research trends reported in recent scientific literature. The research was conducted using a qualitative approach with a descriptive-analytical scope. To achieve this, a narrative literature review was carried out based on the collection and analysis of scientific articles published between 2019 and 2026. The consulted sources were obtained from indexed databases such as Scopus, Web of Science, SciELO, Redalyc, and Google Scholar. The selection of documents was conducted through inclusion and exclusion criteria, taking into account key aspects such as thematic relevance to the research topic, the educational context addressed, and the scientific quality of the publications. As a result of this process, 24 studies were selected for documentary analysis. The findings revealed a wide presence of digital tools focused on interactive assessment, collaborative learning, and immediate feedback. Among the most frequently used platforms are Kahoot!, Quizizz, Genially, Quizlet, and various Learning Management Systems (LMS) that incorporate gamification elements. Furthermore, the reviewed studies indicated that gamification significantly enhances student motivation, active participation, and engagement, while also promoting the development of digital competencies in higher education. However, limitations were also identified, including the digital divide, technological infrastructure constraints, insufficient teacher training, and institutional resistance to innovative methodologies. In conclusion, gamified digital tools represent a pedagogical alternative with considerable potential to strengthen teaching and learning processes in technological higher education. Nevertheless, for these strategies to achieve meaningful results, their implementation must be supported by adequate planning, sufficient technological resources, and the commitment of educational institutions to fostering innovative practices.

KEYWORDS: Gamification; digital tools; higher education; educational technology; active learning.

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Author Biography

Katty Lourdes Moncerrate Giler, Instituto Superior Tecnológico Ismael Pérez Pazmiño. Ecuador.

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Digital tools for learning gamification in technological higher education: a literature review