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Descriptive Study of Motivation in Gamification Experiences from Higher Education: Systematic Review of Scientific Literature

The use of playful elements in non-playful contexts has become popular during the first two decades of the 21st century, providing a new perspective of playful interaction in educational communities where a direct link with variables arranged from the psychological sphere has been expressed, highlighting motivation. Therefore, the general objective of this research is to examine the publications of high impact on gamification that deal with motivation, taking into account the identification of the elements of play, types of motivation incorporated, educational levels involved and patterns obtained from the findings. For this purpose, it is developed as a methodological design a systematic review of 248 manuscripts published in the Scopus database between 2000 and 2019 related to gamification, intrinsic motivation and extrinsic motivation based on 4 criteria: educational level, type of motivation, game elements incorporated into the experience, effect on teaching. The results obtained show that gambling experiences focus on higher education through intrinsic motivation towards the pursuit of fun, but at the same time include reward systems that promote autonomy during learning. The conclusions show a trend towards the development of intrinsic motivation, in addition to the use of points as the main component to promote motivation within the environment offered by higher education. It is recommended that future researchers continue to delve into other variables of the gamification imbued also in the Latin American context.