SAGES: Analysis System for Gamification in Higher Education

Autores/as

DOI:

https://doi.org/10.31637/epsir-2026-2472

Palabras clave:

learning perceptions, educational gamification, Serious Games, psychometric validation, higher education, business sciences, meaningful learning, instrument development

Resumen

Introduction: Bibliometric evidence indicates that educational gamification lacks validated instruments that evaluate meaningful learning perceptions in higher education contexts where Serious Games are applied. The objective of this research exercise is to develop a psychometric instrument to evaluate student perceptions about meaningful learning in gamified educational experiences.  Methodology: SAGES is the result of a psychometric validation process with 214 university students in business sciences with experience in gamified activities. Exploratory and confirmatory factor analysis was applied following COSMIN standards. Results: The CFA demonstrated quality and purpose-appropriate fit: χ² (44) = 87.225; CFI = 0.974; TLI = 0.961; RMSEA = 0.068. The final 12-item instrument showed high reliability (ω = 0.944). Discussion: SAGES constitutes a psychometrically validated tool to evaluate student perceptions about the effectiveness of Serious Games in generating meaningful learning experiences, providing a useful instrument for researchers and educators. Conclusions: The results confirm the stated hypothesis: meaningful learning in Serious Games contexts responds to a multifactorial structure composed of andragogical elements (Collaboration and Autonomy), technological design (Practicality), and diversity and inclusion.

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Biografía del autor/a

Hugo Alejandro Muñoz Bonilla, Corporación Universitaria Minuto de Dios

Hugo Alejandro Muñoz Bonilla is a researcher in innovation and educational technology, currently pursuing a PhD in Innovation and Teacher Training at the University of Jaén. His research focuses on the adoption and responsible use of artificial intelligence in higher education and SMEs, with an emphasis on social innovation, digital literacy, and project management. He has professional experience in the design and implementation of AI-based tools for early warning systems in organizational contexts.

Juana María Ortega Tudela, Universidad de Jaén

Juana María Ortega Tudela is Professor of Pedagogy at the University of Jaén, with extensive experience in educational innovation, teacher training, and the integration of ICT in education. Her research addresses inclusive education, digital competence, and the design of innovative pedagogical models that promote equity and social transformation. She has participated in multiple funded projects at national and international levels, and has directed doctoral theses in the field of educational innovation.

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Publicado

2026-02-23

Cómo citar

Muñoz Bonilla, H. A., & Ortega Tudela, J. M. (2026). SAGES: Analysis System for Gamification in Higher Education. European Public & Social Innovation Review, 11, 1–23. https://doi.org/10.31637/epsir-2026-2472

Número

Vol. 11 (2026)

Sección

Artículos Portada

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Derechos de autor 2026 Hugo Alejandro Muñoz Bonilla, Juana María Ortega Tudela

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