Gamification in the learning of Health Sciences students: a systematic review

Jorge A. Fernández

doi:10.5281/zenodo.16666114

Autores/as

Jorge A. Fernández UTE University, Manabí campus, Montecristi, Ecuador Autor/a https://orcid.org/0009-0004-4037-8478

DOI:

https://doi.org/10.5281/zenodo.16666114

Palabras clave:

gamificación, educación médica, tecnologías de la información y la comunicación, estrategias de aprendizaje, motivación estudiantil, aprendizaje activo

Resumen

Se realizó una revisión sistemática siguiendo la declaración PRISMA con el objetivo de analizar el impacto de la gamificación en la enseñanza de las Ciencias de la Salud. Se consultaron bases de datos como PubMed, Scopus y Web of Science, incluyendo estudios publicados entre 2015 y 2025 que evaluaran el efecto de la gamificación en estudiantes de esta área. Tras aplicar criterios de inclusión y exclusión, y evaluar la calidad metodológica mediante la escala Newcastle-Ottawa, se seleccionaron 27 estudios. El 80 % de ellos reportó mejoras en la retención del conocimiento, motivación y participación estudiantil. No obstante, se evidenció heterogeneidad en los tipos de juegos empleados y los métodos de evaluación. En conclusión, la gamificación muestra ser una estrategia pedagógica efectiva, aunque su impacto depende del diseño y la integración curricular. Se recomienda realizar más investigaciones longitudinales para valorar sus efectos sostenidos en el tiempo.

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