Abstract:

University failure can arise at the micro, macro, and institutional levels, so a demotivating classroom atmosphere can be explained not only by the student themselves but also by the pedagogical process involved (Pires et al., 2021). In this sense, the lecture-style teaching, characteristic of traditional education, limits independent thinking and the motivation of students to learn since it involves a one-way transfer of information (Xiuping, 2002).

In this context, higher education is becoming increasingly aware of its limitations, and new active methodologies that overcome these barriers are starting to be supported. Specifically, technological resources and e-materials are being incorporated into teaching to increase student motivation and consequently improve performance and pass rates (Fernández-García et al., 2019; Totlis et al., 2021).

With the aim of analyzing the effectiveness of these active methodologies, the following study presents an innovation project and best teaching practices that have been approved by the University of Almería to be carried out in the upcoming two years (2023-2024) for the Faculty of Economics and Business. Specifically, the process of gamifying a subject from the beginning is presented, as well as the competencies being developed, and the methodology presented to enhance the use of ICT and office tools in the pedagogical process. Finally, the review process that is intended to be implemented is specified to assess student performance and measure if it actually yields better results in terms of grades compared to other teaching groups.

This study aims to contribute by publishing a guide that not only allows for gamifying subjects from the start but also facilitates the review and assessment process to quantify success and pass rates.

Keywords:

Gamification, economic and business, active methodologies, teaching innovation.