Design of gamified itineraries with adaptive levels for the development of generic competencies in university courses
Keywords:
gamification, adaptive levels, generic competencies, learning paths, higher educationAbstract
Introduction: This article presents a systematic review based on the PRISMA model on the design and implementation of gamified pathways with adaptive levels, aimed at developing generic competencies in higher education. Materials and methods: Thirty-two relevant studies published between 2020 and 2025 were identified to characterize the theoretical, methodological, and empirical approaches that support the application of progressive gamification strategies. Results: The findings demonstrate a positive impact on the development of competencies such as teamwork, critical thinking, effective communication, and independent learning. Discussion: Good practices in the use of digital platforms, game mechanics, and continuous feedback are highlighted, although methodological limitations and research gaps are also acknowledged. Conclusions: It is concluded that gamified pathways with adaptive levels enhance intrinsic motivation and personalized learning, promoting more meaningful cross-curricular training.
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