Student's perception about gamification in higher education

Training processes are characterized by the multiplicity of methodological approaches on which they can be based. In this sense, gamification constitutes a tool with an important potential in the design and implementation of formative actions. In this perspective, the present article seeks to know the assessment of the Degree in Primary Education's students about the usefulness of gamification as a resource for teaching and learning, after a gamified experience. It was also intended to identify possible gender and age differences. The sample, composed by 83 students, assessed the resource using an ad hoc instrument for this research. The instrument collected socio-demographic information and was divided into three basic dimensions for the methodology's evaluation: communicative, instrumental and pedagogical. The results show that the students perceive as useful the methodology in its three dimensions (especially the communicative and pedagogical ones), with a positive correlation between all of them. The methodology is perceived as particularly relevant for the development of written expression, meaningful learning, the feedback promotion, the promotion of group work or to present complex content in more attractive formats. In addition, no significant differences have been detected in terms of sex, but in terms of age, with higher assessments of the resource being linked to a younger age of the participants.