Gamification as a pedagogical strategy to strengthen critical reading in higher education

Abstract

This article identifies the factors required for designing a pedagogical strategy based on gamification and oriented towards strengthening critical reading skills in higher education students. For this purpose, qualitative research was developed, using focus groups with students and graduates and structured interviews with university professors. The results obtained in this study show a general acceptance of the relevance and scope of ICT-mediated learning environments, in particular, with a gamified strategy that includes experimentation, motivation, and learning styles preferred by students. Finally, for the study subjects, it is important to articulate summative and formative evaluation strategies coherent with the training purposes.