<?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>S2007-74672025000100116</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2255</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática de literatura para gamificación en cursos en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic Literature Review for Gamification in online courses]]></article-title>
<article-title xml:lang="pt"><![CDATA[Revisão sistemática da literatura sobre gamificação em cursos on-line]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Zúñiga]]></surname>
<given-names><![CDATA[José Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ledesma]]></surname>
<given-names><![CDATA[Elena Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas Sección de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas Sección de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue mejorar la comprensión del fenómeno de la gamificación dentro del ámbito de los cursos en línea. Con el fin de alcanzar este objetivo, se llevó a cabo una revisión exhaustiva de la literatura en tres grandes bases de datos utilizando la metodología PRISMA, con el propósito de identificar los elementos de gamificación más empleados en cursos en línea, así como las buenas prácticas en la aplicación de este enfoque didáctico en los cursos en línea. Los resultados obtenidos de esta investigación representan un recurso valioso en los ámbitos de la educación a distancia, el aprendizaje en línea y la creación de tecnología educativa, ya que ofrecen una perspectiva completa que podría fomentar mejoras concretas en la aplicación de la gamificación en programas de aprendizaje que implementen cursos en línea. Esto se logra al proporcionar una visión objetiva de las mejores prácticas implementadas a nivel mundial. Los resultados permitieron identificar los desafíos, reglas, insignias y tableros de liderazgo como los elementos con mayor relevancia utilizados en los cursos en línea en los años recientes; y se identificaron tres marcos de trabajo para programadores (Octalysis, MDA y Game-Based Learning Design) como los que más se utilizan al implementar la gamificación en proyectos tecnológicos centrados en la enseñanza y el aprendizaje a distancia. Se destacó el impacto significativo de las estrategias de gamificación en el aprendizaje en línea y en la motivación de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to improve the understanding of the phenomenon of gamification within the field of online courses. In order to achieve this objective, an exhaustive review of the literature was carried out in three large databases using the PRISMA methodology, with the purpose of identifying the most used gamification elements in online courses, as well as good practices in the application of this didactic approach in online courses. The results obtained from this research represent a valuable resource in the fields of distance education, online learning and the creation of educational technology, since they offer a complete perspective that could foster concrete improvements in the application of gamification in educational programs. learning that implement online courses. This is achieved by providing an objective view of best practices implemented globally. The results allowed us to identify challenges, rules, badges and leaderboards as the most relevant elements used in online courses in recent years; and three frameworks (Octalysis, MDA and Game-Based Learning Design) were identified as the most used when implementing gamification in technological projects focused on distance teaching and learning. The significant impact of gamification strategies enhancing online learning and student motivation was highlighted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa foi melhorar a compreensão do fenômeno da gamificação no campo dos cursos on-line. Para atingir esse objetivo, foi realizada uma revisão abrangente da literatura em três grandes bancos de dados usando a metodologia PRISMA, com o objetivo de identificar os elementos de gamificação mais comumente empregados em cursos on-line, bem como as boas práticas na aplicação dessa abordagem didática em cursos on-line. Os resultados obtidos com esta pesquisa representam um recurso valioso para as áreas de educação a distância, aprendizagem on-line e desenvolvimento de tecnologia educacional, pois oferecem uma perspectiva abrangente que pode promover melhorias concretas na aplicação da gamificação em programas de aprendizagem que implementam cursos on-line. Isso é feito por meio do fornecimento de uma visão geral objetiva das melhores práticas implementadas em todo o mundo. Os resultados identificaram desafios, regras, emblemas e placares de líderes como os elementos mais relevantes usados em cursos on-line nos últimos anos; e três estruturas (Estrutura Octalysis, Estrutura MDA e Design de Aprendizagem Baseado em Jogos) foram identificadas como as mais comumente usadas na implementação da gamificação em projetos de tecnologia voltados para o ensino e a aprendizagem a distância. Foi destacado o impacto significativo das estratégias de gamificação no aprimoramento do aprendizado on-line e na melhoria da motivação dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[elementos clave de gamificación]]></kwd>
<kwd lng="es"><![CDATA[cursos en línea]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[marco conceptual de gamificación]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Key elements in gamification]]></kwd>
<kwd lng="en"><![CDATA[Online courses]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[gamification frameworks]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[elementos-chave da gamificação]]></kwd>
<kwd lng="pt"><![CDATA[cursos on-line]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[estrutura de gamificação]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Education and Information Technologies]]></source>
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