Gamification and University Learning: Experiences, Perceptions and Meanings from the Students' Voice in Colombian Higher Education
Miguel Gutiérrez Angulo
Abstract
Gamification in higher education has been predominantly studied from quantitative approaches focused on academic performance, leaving in the background the subjective
experiences, attributed meanings, and critical perceptions of students themselves regarding game-based strategies applied in their courses. This article presents the results of a qualitative descriptive study aimed at understanding, from the perspective of Colombian university students, the learning experiences in gamified environments, the factors shaping their academic engagement, and the tensions emerging in the implementation of these pedagogical strategies. Twenty-eight undergraduate students from three higher education institutions participated, selected through purposive maximum variation sampling. In-depth semi-structured interviews, focus groups, and analysis of written narratives were used as data collection techniques. Analysis followed Braun and Clarke's (2006, 2022) reflexive thematic analysis approach. Four central thematic categories were identified: (1) play as a bridge to knowledge; (2) feedback as a mirror of learning; (3) tensions between competition and collaboration; and (4) autonomy as a condition for genuine engagement. Findings reveal that the effectiveness of gamification depends less on specific mechanics than on the coherence between pedagogical design, classroom values, and students' expectations about the purpose of play in their professional training.
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