Objective:

To identify the existence of significant statistical differences in the application of gamification as a teaching strategy with university students of a private university in Lima.

Methodology:

The approach used was quantitative with a quasi-experimental design. The method followed was the hypothetical-deductive one, since through the hypothesis test it was possible to determine the differences in the work groups. A total of 72 students participated, 35 in the control group and 37 in the experimental group. The gamification-based intervention lasted 7 weeks and included activities using different ICT resources.

Results:

There are significant statistical differences between the experimental group and the control group. Students who experimented through gamification, show better results.

Conclusion:

A correct pedagogical intervention mediated by ICTs and applying gamification, motivates students to improve their learning.

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