Estrategias del juego como intervención eficaz en los aprendizajes: Un artículo de revisión sistemática
Game-Based Strategies as an Effective Intervention in Learning: A Systematic ReviewContenido principal del artículo
Introducción: Los abordajes lúdicos son herramientas pedagógicas clave para favorecer la adquisición de conocimientos contextualizados y promover la motivación y el compromiso estudiantil. Objetivo: Analizar la evidencia empírica sobre la eficacia de las estrategias basadas en el juego como intervención pedagógica, identificando hallazgos, tendencias metodológicas e implicaciones para la práctica educativa. Metodología: Se realizó una revisión sistemática siguiendo el protocolo PRISMA en las bases de datos Web of Science, Scopus y SciELO. Se incluyeron 20 estudios empíricos publicados entre 2023 y 2026. La técnica de análisis de contenido permitió categorizar los hallazgos en tres ejes: gamificación y motivación, juegos serios y rendimiento, y aprendizaje basado en el juego en ciencias. Resultados: El 85 % de los estudios reporta efectos positivos en motivación, el 70 % evidencia mejoras en rendimiento académico y el 60 % identifica fortalecimiento del compromiso estudiantil. Los enfoques lúdicos demostraron eficacia en generar experiencias de aprendizaje activas y contextualizadas, especialmente cuando se integran de manera planificada. Conclusiones: Las estrategias lúdicas constituyen intervenciones pedagógicas prometedoras para mejorar motivación, rendimiento y compromiso de los estudiantes. Su efectividad depende del diseño instruccional y del contexto disciplinar, por lo que se recomienda su implementación reflexiva y adaptada a las necesidades educativas específicas.
Introduction: Play-based approaches are essential pedagogical tools for fostering contextualized knowledge acquisition and enhancing student motivation and engagement. Objective: This study aims to analyze the empirical evidence regarding the effectiveness of game-based strategies as pedagogical interventions, identifying key findings, methodological trends, and implications for educational practice. Methodology: A systematic review was conducted following the PRISMA protocol across the Web of Science, Scopus, and SciELO databases. Twenty empirical studies published between 2023 and 2026 were included. Content analysis was employed to categorize the findings into three thematic axes: gamification and motivation, serious games and academic performance, and game-based learning in the sciences. Results: The findings indicate that 85% of the studies report positive effects on motivation, 70% evidence improvements in academic performance, and 60% identify enhanced student engagement. Play-based approaches proved effective in generating active and contextualized learning experiences, particularly when integrated through structured instructional planning. Conclusions: Game-based strategies constitute promising pedagogical interventions for improving student motivation, performance, and engagement. Their effectiveness depends on instructional design and disciplinary context; therefore, their reflective implementation, tailored to specific educational needs, is recommended.
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