Abstract:

Teaching research methodology in higher education is widely recognized as a challenging task, particularly when students are required to develop a research protocol as a final learning outcome. These challenges vary depending on students’ academic stage and prior experience with research processes. This study presents an educational innovation implemented during the 2025 academic semester with undergraduate students enrolled in two different courses: an Educational Experience of Research Methodology, aimed at early-semester students, and a Research Seminar, designed for students in their final semesters. In both courses, the main objective was the development of a complete research protocol.

Google Classroom was used as the learning management platform to organize learning activities, resources, and assessment processes. A gamification-based instructional strategy was implemented through an educational game specifically designed in Genially, which guided students through the key stages of the research process in a progressive and interactive way. Additionally, students were provided with a structured guide for the ethical and guided use of Artificial Intelligence tools. AI was not used to generate academic content, but rather as a support mechanism for idea generation, revision of drafts, and reflection on the quality and coherence of their work.

A mixed-methods descriptive–comparative approach was adopted to analyze students’ learning experiences and outcomes. Quantitative data were collected through perception and self-assessment instruments, while qualitative data were obtained from students’ reflections and open-ended responses. The results show clear differences between the two groups. Early-semester students experienced greater difficulties in understanding research concepts, structuring their proposals, and integrating the components of the research protocol. In contrast, final-semester students demonstrated higher levels of conceptual understanding, autonomy, and overall quality in their research products.

Despite these differences, students from both courses reported that the game-based learning approach supported their understanding of the research process, reduced anxiety toward methodological content, and increased motivation and engagement. The findings suggest that gamification, combined with guided and ethical AI use, can enhance the teaching and learning of research methodology across different undergraduate levels, highlighting the importance of adaptive instructional design in higher education.

Keywords:

Gamification, Game-Based Learning, Research Methodology, Higher Education, Artificial Intelligence in Education, Undergraduate Students.