<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000100251</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-1.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación, motivación y rendimiento en educación: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification, motivation, and performance in education: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gamificação, motivação e desempenho na educação: Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto-Andreu]]></surname>
<given-names><![CDATA[Joel Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Escalonilla-Torrijos]]></surname>
<given-names><![CDATA[Juan Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Said-Hung]]></surname>
<given-names><![CDATA[Elias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[Logroño ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[Logroño ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[Logroño ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>251</fpage>
<lpage>273</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El propósito de este artículo es revisar la bibliografía que analiza la relación entre gamificación, motivación y aprendizaje y, así, proporcionar ideas pedagógicas y didácticas para su implementación en la educación no universitaria.  Metodología.  Se realiza una metodología mixta, en la que se analiza una muestra intencional conformada por 37 artículos, escogidos intencionalmente siguiendo los estándares de evaluación de la American Educational Research Association (AERA, 2006), de un total de 1 706 estudios, publicados en ISI Web Of Science.  Resultados . Se seleccionaron y analizaron 37 estudios escogidos intencionalmente siguiendo los estándares de evaluación de la AERA (2006), y se constata que la gamificación tiene una repercusión directa y positiva sobre las experiencias del alumnado en cuanto a su motivación y rendimiento.  Discusión.  El trabajo apunta a que la gamificación está siendo abordada académicamente desde dos perspectivas: como metodología orientada a la motivación del alumnado en su aprendizaje competencial; y como forma de potenciar el rendimiento académico en las diferentes áreas del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The purpose of this review is to review the literature that analyzes the relationship between gamification, motivation, and learning and thus, provide pedagogical and didactic ideas for its implementation in non-university education.  Method.  A mixed methodology is applied, through which an intentional sample of 37 articles is analyzed, intentionally chosen following the evaluation standards of the AERA (2006), out of a total of 1,706 studies published in ISI Web Of Science.  Results. Based on the AERA (2006) evaluation controls, 37 intentionally chosen studies were selected and analyzed. Gamification was confirmed as having a direct and positive impact on students&#8217; experiences in terms of their motivation and performance.  Discussion.  The work points to gamification is being approached academically from two perspectives, as a methodology oriented to students&#8217; motivation in their competence learning; and as a way to enhance academic performance in different areas of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O objetivo deste artigo é revisar a literatura que analisa a relação entre gamificação, motivação e aprendizado e, assim, fornecer ideias pedagógicas e didáticas para sua implementação no ensino não universitário.  Metodologia.  Foi feita uma seleção aleatória de 2.530 estudos publicados no Google Scholar Google entre os períodos de 2017-2019 e 400 de um total de 1.706 estudos publicados no ISI Web Of Science, entre os períodos de 2015-2019, com 95% de confiança e +/- 4,3 de erro amostral.  Resultados.  Foram selecionados e analisados 37 estudos escolhidos intencionalmente, seguindo os padrões de avaliação da (AERA, 2006). É constatado que a gamificação tem uma repercussão direta e positiva sobre as experiencias dos estudantes no que se refere a sua motivação e rendimento.  Conclusão.  O trabalho aponta que a gamificação está sendo abordada academicamente sob duas perspectivas: como uma metodologia destinada a motivar os estudantes na aprendizagem de competências; e como uma maneira de melhorar o desempenho acadêmico em diferentes áreas do conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[alumnado]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[performance]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[pupils]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[desempenho]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
</kwd-group>
</article-meta>
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