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Analysis of institutional authors

Sendra ACorresponding AuthorLozano-Monterrubio NAuthorPrades-Tena JAuthorGonzalo-Iglesia JlAuthor

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January 22, 2021
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Developing a gameful approach as a tool for innovation and teaching quality in higher education

Publicated to:International Journal Of Game-Based Learning. 11 (1): 53-66 - 2021-01-01 11(1), DOI: 10.4018/IJGBL.2021010104

Authors: Sendra, Anna; Lozano-Monterrubio, Natalia; Prades-Tena, Jordi; Gonzalo-Iglesia, Juan Luis

Affiliations

Universitat Rovira i Virgili - Author
University of Ottawa, Canada - Author
‎ Univ Ottawa, Ottawa, ON, Canada - Author
‎ Univ Rovira & Virgili, Tarragona, Spain - Author

Abstract

Copyright © 2021, IGI Global This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.

Keywords

Gameful approachGaming experienceHigher educationPlayful learningTeaching strategy

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal International Journal Of Game-Based Learning due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2021, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 3.97, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Jul 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-07, the following number of citations:

  • WoS: 4
  • Scopus: 6
  • Google Scholar: 13

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-07:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 25 (PlumX).

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Canada.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (SENDRA TOSET, ANNA) and Last Author (Gonzalo Iglesia, Juan Luís).

the author responsible for correspondence tasks has been SENDRA TOSET, ANNA.