Agonistic games and student motivation in higher education: a review from the social learning theory

Abstract

The purpose of this article is to conduct a systematic review of the literature published in Colombia over the past five years, analyzing the experiences and results of using gamification as a motivational and pedagogical tool in physical education classes. The research was conducted by searching for studies in recognized academic databases such as Scielo, Scopus, and Google Scholar. Rigorous inclusion and exclusion criteria were established, prioritizing studies with solid methodological designs, defined school populations (primary, secondary, and high school levels), and concrete results in terms of motivation, participation, and learning. In addition, specific interventions carried out in Colombian educational institutions were included, which allowed the findings to be contextualized within the national educational framework and its social and pedagogical particularities. The results of the review indicate a significant increase in interest in implementing gamified strategies in the classroom, highlighting the incorporation of game mechanics, rewards, challenges, and participatory dynamics as key elements to improve the learning experience. It was observed that gamification fosters greater student engagement, promotes peer cooperation, facilitates the acquisition of motor skills, and reinforces both intrinsic and extrinsic motivation.