Emotions play a crucial role in shaping learning and academic performance, particularly in the context of undergraduate mathematics courses. Anxiety is commonly experienced when studying mathematics. Existing research consistently supports the positive impact of incorporating gamification into higher education to foster active learning. We conducted a quantitative, exploratory, and quasy-experimental methodological approach to apply two instruments that lead us to determine the relationship between gamification based on reward mechanics and emotions, motivation, and engagement. To achieve this objective, the applied instruments were and adapted Emotions in Learning test and a modified version of the MAKE instrument (Motivates, Attitude, Knowledge, and Engages). The study sample consisted of 20 students. The findings revealed a noteworthy increase in positive emotions, particularly a significant decrease in mathematics-related anxiety, accompanied by an increase in enthusiasm, pride, and a sense of companionship post-test. Additionally, negative emotions decreased in the post-test, including feelings of shame, annoyance, and regret. These results suggest that gamification, with its reward-based approach, can effectively enhance the emotional well-being and motivation of students in mathematics courses and other subjects. This research is still ongoing to confirm the obtained results and to extend the tests to other subjects.

This paper presents the results from a gamification platform developed by two Latin American universities from Mexico and Peru, with the aim to promote engagement and improve students' attitudes towards the learning process, as well as facilitate the professors' work. The methodological approach to this research was qualitative on the course Modeling of Movement in Engineering where students used the platform named Gamit! for five weeks. The study dimensions are attention, engagement, resilience, and usability to continue the previous research.

Gamit! is a software platform that enables instructors to use gamification concepts and techniques in their classrooms. Currently, the platform allows instructors to create leaderboards and use badges to incentivize students in the pursuit of learning. The results during a user experience testing phase (one university academic term) using the System Usability Scale, showed that the platform is easy to use, and the functionalities work correctly.

Gamification in higher education has become relevant to improve motivation and engagement in courses. The contribution we looked for is finding if avatar selection impacts students' performance to integrate improved gamified course design. We established a relation between the reason for avatar selection and the gained avatars to conclude its impact on motivation and engagement in two undergraduate courses, one for Calculus and the other for Professional Competencies Development. Findings point to a seek for identification with personal qualities as perseverance and discipline, and teamwork in the Calculus course. Women chose their avatar primarily based on the spirit of struggle, determination, and characteristics to overcome any situation.

This article showcases a gamification implementation design to examine the contribution to professional competencies of college students who are close to complete internships. This paper analyses through an exploratory approach, the preliminary results of the implementation of a leaderboard that used avatars or nicknames (students’ election between both options) when students earn a badge at the same time they prepared for their full-time internship search.

This paper presents the experience of implementing gamification and using the application, “Remind,” in a competency workshop to prepare university students of diverse careers for the full-time professional practices that they are about to enter. This experience was implemented in two parts: one for the gamification, using the theme of “secret agents” during three academic periods; and another in one academic semester for the use of the “Remind” application to strengthen the communication between teacher and student. This latter part came as a result of student feedback during the gamification phase.