Gamificación PBL en plataformas digitales educativas y compromiso conductual en estudiantes de bachillerato: una revisión sistemática de la literatura 2018–2025
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https://doi.org/10.65415/2hpsga32Palabras clave:
gamificación; puntos, insignias y rankings; plataformas digitales; compromiso conductual; bachillerato.Resumen
El presente artículo tiene como objetivo analizar la relación entre las estrategias de gamificación tipo puntos, insignias y rankings PBL implementadas en plataformas digitales educativas y el compromiso conductual en estudiantes de bachillerato, a partir de una revisión sistemática de la literatura publicada entre 2018 y 2025. El estudio se desarrolla bajo un enfoque cualitativo, documental y descriptivo, siguiendo los lineamientos de la declaración PRISMA 2020 para garantizar un proceso ordenado, transparente y replicable. La búsqueda se orienta a artículos científicos indexados en bases académicas como Scopus, Web of Science, ERIC, SciELO, Redalyc, Dialnet y Google Scholar, considerando investigaciones relacionadas con gamificación educativa, entornos digitales, educación secundaria y participación estudiantil. El análisis se centra en identificar las formas de aplicación de los elementos PBL, las plataformas utilizadas y los indicadores de compromiso conductual reportados, tales como participación, entrega de actividades, interacción, permanencia y finalización de tareas. Se espera que esta revisión aporte una síntesis crítica sobre el uso pedagógico de la gamificación digital y ofrezca orientaciones para fortalecer la participación activa de los estudiantes en contextos educativos mediados por tecnología.
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Derechos de autor 2026 Mariana Elizabeth Poveda Jiménez, Norma Patricia Miranda Carpio
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
