GAMIFICACIÓN Y MICROCREDENCIALES EN LA EDUCACIÓN SUPERIOR: ESTRATEGIAS PARA POTENCIAR LA MOTIVACIÓN EN CONTEXTOS DE BAJO INTERÉS

Abstract

The rapid evolution of digital technologies requires a reconfiguration of educational contexts, fostering the adoption of teaching methodologies tailored to the profile of 21st-century students. In this context, the introduction of micro-credentials, the awarding of digital badges based on specific tasks, and other gamification elements—such as leaderboards and point systems—emerge as relevant strategies to promote engagement, active participation, and responsibility in the learning process. This study addresses a real-world problem: a student profile marked by disinterest in curricular units such as Educational Technologies for Life and Environmental Sciences (TECVA) and Knowledge Support Technologies (TAC), often perceived as mere pathways to credit equivalence, as well as low motivation to develop skills in technological areas. While existing research suggests that micro-credentials and gamification enhance motivation and performance, other authors emphasize the importance of aligning these strategies with students' motivational profiles. The study adopted an action-research approach over two academic years and three intervention cycles with two distinct classes. Micro-credential systems were implemented on the Moodle platform and, at a later stage, competitive group-based dynamics were introduced. Data collection included surveys, interviews, teacher diaries, and evaluation grids. The findings revealed: (a) a mismatch between students' self-declared player profiles and the most effective motivational stimuli, and (b) positive results with both digital badges and leaderboards through randomized group competitions. It was concluded that the use of micro-credentials and gamification can serve as a catalyst for student engagement and motivation, provided they are adapted to the specific context and profile of the learners, with room for dynamic adjustments. Future research should involve larger samples and control groups to validate these findings.