Gamification as a pedagogical strategy to strengthen critical reading in higher education

This article identifies the factors required for the design and implementation of a pedagogical strategy based on gamification and oriented towards the strengthening of critical reading skills in higher education students. For this purpose, a qualitative research was developed, using focus groups with students and graduates and structured interviews with university professors. The results obtained in this study show a general acceptance of the relevance and scope of ICT-mediated learning environments, in particular, with a gamified strategy that includes experimentation, motivation and learning styles preferred by students. Finally, for the subjects of study it is important to articulate summative and formative evaluation strategies coherent with the training purposes.