Gamificación en la educación inclusiva Facultad de Educación, Ciencia y Tecnología
Resumen
La transformación pedagógica en educación superior exige el fortalecimiento de prácticas inclusivas que respondan a la diversidad estudiantil. En este contexto, la Facultad de Educación, Ciencia y Tecnología enfrenta el desafío de incorporar estrategias innovadoras que articulen motivación, accesibilidad y equidad formativa. El presente estudio tuvo como objetivo analizar la producción científica publicada entre 2015 y 2025 sobre la gamificación en educación superior y su relación con principios de educación inclusiva, a fin de identificar orientaciones aplicables a contextos formadores de docentes. Se desarrolló una revisión sistemática de literatura conforme a las directrices PRISMA 2020, mediante búsqueda en bases de datos académicas indexadas. Tras aplicar criterios de inclusión y exclusión, se incluyeron 25 estudios en la síntesis cualitativa final. Los hallazgos evidencian que la gamificación favorece la motivación y el compromiso académico; sin embargo, su aporte a la inclusión depende del diseño pedagógico, la incorporación de principios de accesibilidad y la alineación con marcos como el Diseño Universal para el Aprendizaje. Se concluye que la gamificación puede constituir una herramienta potencialmente inclusiva para la Facultad de Educación, Ciencia y Tecnología, siempre que se implemente desde una perspectiva crítica y fundamentada.
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Derechos de autor 2026 Verónica-Alexandra Melo-López , Andrea Verenice Basantes-Andrade , Carla-Belén Gudiño-Mejía
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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