Gamificación educativa y motivación para la escritura creativa en educación superior

Student motivation toward creative writing represents a recurrent challenge in higher education, particularly when writing activities are perceived as static or disconnected from students’ interests. In this context, gamification has been proposed as a pedagogical strategy aimed at integrating game elements into traditional learning processes. The objective of this study was to analyze university students’ perceptions of the influence of gamification on their intrinsic and extrinsic motivation toward creative writing. The study adopted a quantitative approach with a descriptive, non-experimental design. The sample consisted of 100 second-year university students enrolled in the course Creative Writing II. Data was collected through a structured Likert-scale questionnaire designed to measure dimensions of intrinsic motivation and extrinsic motivation. Data analysis was conducted using descriptive statistics. The results indicate that a considerable proportion of students reported favorable perceptions regarding the use of gamified elements, particularly in relation to enjoyment of the creative process, visualization of progress, and clarity of objectives. However, variability in responses was also observed, suggesting that not all gamification elements are perceived equally by all participants. The findings provide relevant descriptive evidence to support pedagogical reflection in specific university contexts, while acknowledging the methodological limitations of the study.