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<p>This study presents a systematic review to explore teachers’ digital competencies framed by the DIGCOMPEDU model through gamification experiences mediated by technology in higher education. The methodology was based on the PRISMA protocol for systematic literature reviews, and it also includes a directed content analysis of 51 articles as a final sample. Findings present gamified digital teaching practices focused mainly on creating and modifying digital resources. However, these experiences do not consider collaborative actions or using Open Educational Resources. As for the evaluative scope, digitalised gamification teaching has been shown as an educational approach that implements strategies for assessment but does not store learning evidence to check students’ progress and teachers’ teaching adequacy. Finally, the analysed articles’ participants showed a low level of digital competence related to accessibility, meeting student diversity and personalisation of learning pathways during the gamified experiences. The study proposes recommendations to encourage teachers to use DIGCOMPEDU and gamification as guiding approaches to address international priorities on inclusive education. It is suggested that future research lines explore different influential factors on developing teachers’ digital competence when using gamification in higher education.</p>

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Gamification in digital environments and the development of teachers’ digital competence: a systematic review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • José María Barroso-Tristán,
  • Irene García-Lázaro,
  • Salvador Reyes-de-Cózar

摘要

This study presents a systematic review to explore teachers’ digital competencies framed by the DIGCOMPEDU model through gamification experiences mediated by technology in higher education. The methodology was based on the PRISMA protocol for systematic literature reviews, and it also includes a directed content analysis of 51 articles as a final sample. Findings present gamified digital teaching practices focused mainly on creating and modifying digital resources. However, these experiences do not consider collaborative actions or using Open Educational Resources. As for the evaluative scope, digitalised gamification teaching has been shown as an educational approach that implements strategies for assessment but does not store learning evidence to check students’ progress and teachers’ teaching adequacy. Finally, the analysed articles’ participants showed a low level of digital competence related to accessibility, meeting student diversity and personalisation of learning pathways during the gamified experiences. The study proposes recommendations to encourage teachers to use DIGCOMPEDU and gamification as guiding approaches to address international priorities on inclusive education. It is suggested that future research lines explore different influential factors on developing teachers’ digital competence when using gamification in higher education.