GAMIFICATION, A DIDACTIC STRATEGY IN HIGHER EDUCATION

Society is in constant evolution due to the development of information and communication technologies, digital applications and social networks, which at the same time are frequently used by all kind of people, no matter their social status. As a consequence in education, especially in higher education, teachers have incorporated these tools into their syllabus and classes to fulfill today's society demands. Higher education teachers have created nicer environments with the implementation of new teaching and learning strategies to provide students with complete and comprehensible education, turning traditional classes into new and interesting lessons. Through the incorporation of Gamification; game elements, in the syllabus and course design, students could change their habits in class and improve their participation, productivity and competencies. Thus, students could learn in a meaningful, fun and easier way. The present work is part of the development of a research thesis, which is necessary to the pursuit of teaching-learning strategies based on the new educational trends, such as gamification, in order to promote behaviors and habits that lead students to the development of competences and better academic results. In this sense, the aim of this article is to develop resilience in university students by introducing gamification as a strategy for teaching and learning. The research question is: how could gamification contribute to the development of resilience in college students? A Mixed-method research, under the Nested Analysis paradigm, will be followed, and a questionnaire based on resilience for College students will be implemented (CREE-U) (Peralta, Ramirez, and Castano, 2006).