<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000200125</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1596</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación de gamificación en ambientes virtuales de enseñanza-aprendizaje para la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation of Gamification in Virtual Teaching-Learning Environments for Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implementação da gamificação em ambientes virtuais de ensino-aprendizagem para o ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medel-San Elías]]></surname>
<given-names><![CDATA[Y. Lisset]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Beltrán]]></surname>
<given-names><![CDATA[Reyna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguirre Caracheo]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  En la educación superior, la implementación de ambientes virtuales de enseñanza-aprendizaje ha tomado un papel relevante en los últimos años. Estos espacios permiten a los estudiantes acceder a los materiales educativos desde cualquier lugar y en cualquier momento, lo que les brinda una mayor flexibilidad y autonomía en su proceso de aprendizaje. Sin embargo, aunque estos espacios son altamente eficientes, pueden resultar monótonos y poco atractivos para algunos alumnos. Es aquí donde la gamificación puede marcar una gran diferencia. Por eso, la implementación de este recurso en ambientes virtuales de enseñanza-aprendizaje en la educación superior se ha convertido en una tendencia emergente que busca mejorar la motivación, el compromiso y el rendimiento académico de los estudiantes. La presente investigación se llevó a cabo en la Facultad de Informática de la Universidad Autónoma de Querétaro mediante una metodología cuantitativa en donde se implementó un instrumento de 20 ítems en escala Likert, el cual nos permitió conocer con cifras concretas la opinión de los estudiantes con respecto a la implementación de gamificación en ambientes virtuales de enseñanza-aprendizaje, así como su percepción de alguna mejoría o aumento con respecto a su aprendizaje, motivación o interés en las materias, cursos, actividades o temas. En definitiva, la gamificación puede ser una técnica efectiva para mejorar la motivación y el aprendizaje. Sin embargo, para obtener sus beneficios, es importante diseñar las actividades, temas o materias cuidadosamente y asegurarse de integrar correctamente los objetivos de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  In higher education, the implementation of virtual teaching - learning environments has taken a relevant role in recent years. These spaces allow students to access educational materials from anywhere and at any time, giving them greater flexibility and autonomy in their learning process. However, although these virtual environments are highly efficient, they can be monotonous and unappealing for some students. This is where gamification can make a big difference. In this sense, the implementation of gamification in virtual teaching - learning environments in higher education has become an emerging trend that seeks to improve the motivation, commitment and academic performance of students. The present investigation was carried out at the Faculty of Informatics of the Autonomous University of Querétaro through a quantitative methodology where an instrument of 20 items on a Likert scale was implemented, which allowed us to know with concrete figures the opinion of the students regarding the implementation of gamification in Virtual Teaching-Learning Environments and their perception of any improvement or increase with respect to their learning, motivation or interest in subjects, courses, activities or topics. In short, gamification can be an effective technique to improve motivation and learning. However, to reap the benefits of gamification, it is important to design the activities, topics or subjects carefully making sure to correctly integrate the learning objectives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  No ensino superior, a implementação de ambientes virtuais de ensino-aprendizagem tem assumido um papel relevante nos últimos anos. Esses espaços permitem que os alunos acessem materiais didáticos de qualquer lugar e a qualquer hora, proporcionando maior flexibilidade e autonomia no processo de aprendizagem. No entanto, embora estes espaços sejam altamente eficientes, podem ser monótonos e pouco convidativos para alguns estudantes. É aqui que a gamificação pode fazer uma grande diferença. Portanto, a implementação deste recurso em ambientes virtuais de ensino-aprendizagem no ensino superior tornou-se uma tendência emergente que busca melhorar a motivação, o comprometimento e o desempenho acadêmico dos alunos. A presente investigação foi realizada na Faculdade de Informática da Universidade Autônoma de Querétaro através de uma metodologia quantitativa onde foi implementado um instrumento de 20 itens em escala Likert, que nos permitiu conhecer com números concretos a opinião dos alunos em relação ao implementação da gamificação em ambientes virtuais de ensino-aprendizagem, bem como sua percepção de qualquer melhoria ou aumento no que diz respeito à sua aprendizagem, motivação ou interesse por disciplinas, cursos, atividades ou temas. Em suma, a gamificação pode ser uma técnica eficaz para melhorar a motivação e a aprendizagem. No entanto, para colher os seus benefícios, é importante conceber cuidadosamente as atividades, temas ou disciplinas e garantir que os objetivos de aprendizagem estão devidamente integrados.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[ambientes virtuales de enseñanza-aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[gamificación]]></kwd>
<kwd lng="en"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[Virtual Teaching Environments - Learning]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="pt"><![CDATA[ambientes virtuais de ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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