GAMIFIED PEDAGOGICAL APPROACHES IN MOODLE FOR HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Abstract

This article presents a systematic literature review on gamified pedagogical approaches in the Moodle virtual learning environment applied to higher education. The research aimed to identify and analyze pedagogical practices that integrate gamification into Moodle, considering publications from the last five years. The review followed a structured methodological protocol, with defined objectives, search equation, inclusion and exclusion criteria, and analysis procedures, encompassing the Web of Science, ERIC, RCAAP, and RepositoriUM databases. The initial search resulted in 238 studies, of which 10 met the established criteria. The results indicate a predominance of research developed during the COVID-19 pandemic, with a greater concentration of studies in the areas of health, education, science, technology, engineering, and mathematics. The recurrent use of gamification elements such as progression, competition, feedback, rankings, levels, and badges, enabled by external plugins to Moodle, was observed. Studies indicate increased student engagement, motivation, and participation, although limitations of the platform for implementing gamified activities are identified. It is concluded that gamification in Moodle constitutes a strategy for higher education when combined with active learning methodologies.