The increasing demand for innovation in higher education has led to the exploration of gamification as a pedagogical strategy to enhance student motivation and engagement. This study aimed to evaluate the effectiveness of gamified strategies in the course Biological Bases of Education among 57 first-year undergraduate students in the Pedagogy in Differential Education program at the Universidad Autónoma de Chile. A descriptive quantitative approach was used, applying a five-question survey (Likert, dichotomous, and open-ended formats) to assess student perceptions of the gamification experience. The intervention included interactive tools such as video quizzes and digital escape rooms designed around course content. Results demonstrated high acceptance: 93% of participants affirmed the strategy supported content development, 96% reported increased motivation, and 92% expressed interest in extending gamification to other courses. Additionally, 98% supported the idea of receiving incentives, with a preference for grade-based rewards. These findings indicate that gamification not only fosters a positive learning environment but also stimulates both intrinsic and extrinsic motivation. In conclusion, gamification emerges as an effective tool in higher education, capable of transforming traditional instruction into a dynamic, student-centered experience. Future implementations should consider diversifying reward systems and integrating student feedback for enhanced impact.