Impact of a gamified pedagogical strategy on a university-Level Chemistry course

Gamification as a didactic tool is grounded in the incorporation of game elements into educational contexts with the aim of engaging students more deeply in their own learning by perceiving it as a more appealing experience. Based on this premise and in response to an increasingly passive and demotivated profile of students in a university Chemistry course, the present study was undertaken to explore the effects of a gamified didactic strategy on academic performance, attendance, participation, continuous study, motivation, self-confidence, and student satisfaction. The methodology employed corresponds to applied research with a descriptive approach and a case study design, collecting both quantitative and qualitative data through various ad hoc instruments integrated into the course's own evaluation system throughout its semester-long development. Results indicate a positive effect on attendance and participation in classroom sessions, a notable commitment to continuous study, a high level of motivation, and a significant improvement in grades compared to the historical data from the previous three academic years. It is concluded that strategically integrating some characteristic elements of gamification techniques, such as coins, challenges, competitions, and rewards, into teaching and learning activities can be an effective strategy to positively guide student behaviour, ultimately enhancing their academic performance in a university Chemistry course.