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Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

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  • Johanna Andrea Navarro-Espinosa

    (Unidad de Seguimiento a Graduados, Banca Laboral y Prácticas Preprofesionales, Universidad de ECOTEC, Guayaquil 090501, Ecuador)

  • Manuel Vaquero-Abellán

    (GC12 Clinical and Epidemiological Research in PrimaryCare, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
    Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Alberto-Jesús Perea-Moreno

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Gerardo Pedrós-Pérez

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Maria del Pilar Martínez-Jiménez

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain
    Responsable Grupo Investigación PAIDI de la Junta de Andalucía TEP149, Modelos de Simulación en Energías, Transporte, Física, Ingeniería y Riesgos Laborales, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Pilar Aparicio-Martínez

    (GC12 Clinical and Epidemiological Research in PrimaryCare, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
    Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain)

Abstract

Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade ( p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations ( p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals ( p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior ) had a significant part in the clusters formed ( p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come.

Suggested Citation

  • Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Maria del Pilar Martínez-Jiménez & Pilar Aparicio-Martínez, 2022. "Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions," IJERPH, MDPI, vol. 19(5), pages 1-20, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:5:p:2599-:d:757065
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    References listed on IDEAS

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    Cited by:

    1. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-21, September.

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