Determination of the factors that influence gamified processes in higher education institutions

This doctoral thesis, entitled Determination of the factors that influence gamified processes in higher education institutions, aims to analyze the factors that influence the design, development, and implementation of gamified experiences in the university context, with special attention to the use of digital technologies. The research is based on a relevant finding in the literature: although gamification has been widely studied in terms of its effects on motivation and learning, there is less understanding of the structural, organizational, and competency factors that determine its viability and sustainability in higher education. In this sense, the thesis does not focus solely on measuring the results of gamified interventions, but also on understanding the conditions that facilitate or limit their development within the institutional framework of the university. The study is structured around two general objectives. The first is to analyze the factors—both barriers and facilitators—that influence gamified processes using technology in the university. The second aims to develop a model that promotes and facilitates the use of gamification in higher education, consistent with the conditions identified empirically. Methodologically, the research adopts a mixed approach with a qualitative predominance. On the one hand, a systematic review of the literature is carried out to identify recurring factors in previous studies on university gamification. On the other hand, fieldwork is carried out that combines interviews with university management teams and teaching staff with the application of a questionnaire to students. This methodological triangulation makes it possible to analyze the phenomenon from multiple perspectives: institutional, teaching, and student. The results show that the effective implementation of gamification does not depend exclusively on technological availability, but on a complex articulation between curricular decisions, methodological design, teaching skills, and organizational culture. Among the main conditioning factors identified are the attitude of teachers towards innovation, their level of digital and recreational competence, the support of management teams, curricular flexibility, and students’ perception of active methodologies. Likewise, it has been observed that the teaching profile that promotes gamified experiences combines pedagogical, technological, and game-related skills, along with a favorable disposition toward continuous learning and methodological experimentation. The research emphasizes that gamification should be understood as a structural methodological design strategy and not as the mere incorporation of superficial game elements. Based on the findings, a model of teaching innovation is proposed that integrates the identified conditions and seeks to guide both teachers and management teams in the implementation of sustainable gamified proposals. This model does not propose a closed recipe, but rather an articulated framework that connects curricular, competency, organizational, and technological dimensions. In terms of contribution, the thesis helps to overcome an instrumental view of gamification by placing it within a broader institutional ecosystem. Its originality lies in the systematic integration of factors that previous literature addresses in a fragmented way and in the empirical validation of a model applicable to the university context. In short, the research offers a structural understanding of gamified processes in higher education and provides evidence-based guidance for promoting their development in a rigorous, consistent, and sustainable manner.