<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000200301</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0059-002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación: lo que es no es siempre lo que ves]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification: What there is, is not always what you see]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-López]]></surname>
<given-names><![CDATA[Isaac José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro-Mateos]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Entre los diversos retos que los docentes deben afrontar a diario está el transformar a un estudiante, en general, pasivo y poco involucrado en el proceso de enseñanza-aprendizaje, en una persona activa y creativa en su formación. En este contexto, la gamificación adquiere gran incidencia en la motivación y el compromiso del alumnado. Sin embargo, en muchas ocasiones lo que se presenta como gamificación no lo es, lo cual genera una gran confusión entre los docentes e, incluso, rechazo e incredulidad sobre su potencial. Por tanto, en este estudio se plantea una definición acorde con los postulados que los principales referentes en este ámbito han señalado durante la última década a fin de delimitar mejor lo que es gamificar, y no. Por último, se describe una propuesta de gamificación desarrollada en el contexto universitario, con la que se evidencia la viabilidad de ser fiel a los principios que deben definir un proyecto de gamificación, así como su idoneidad. De hecho, no solo se alcanzaron los objetivos previstos, sino que, además, el alumnado mostró una gran motivación e implicación en la propuesta, al valorarla de forma muy positiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Among the diverse challenges that teachers and professors must face daily, there is one that acquires special relevance: managing to transform a student, generally with a passive attitude and not very involved with the teaching-learning process, into an active and creative person in regards of its education. In this context, gamification acquires special significance due to its great incidence in the motivation and commitment of the student body. Nevertheless, in way too many occasions what is presented as gamification is not actually gamification, which generates great confusion among teachers and professors, and they even reject or do not believe its potential. Therefore, we will start with an analysis of the postulates that have been highlighted by the main references in this field during the past decade to, then, suggest a definition in compliance with them, which will allow to properly define what is and what is not to gamify. Lastly, we will describe a gamification proposal developed in a university context which will be used to give evidence of the viability of being true to the principles that must define gamification project, as well as its suitability. As a matter of fact, not only did we achieve the expected objectives but, furthermore, the student body showed a great motivation and implication towards the proposal and valued it very positively.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
</kwd-group>
</article-meta>
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