Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.

Gamification has permeated education as a strategy to improve the teaching-learning process. Research shows that gamified reward systems based on badges, leaderboards, and avatars modifies the learning environment and student attitudes. This research aimed primarily to assess the change in attitude towards mathematics in high school students through a gamified methodology involving a reward system managed through a web platform called Gamit! This platform was developed by professors from two Latin American universities to manage gamification in a way that ensured that the anonymity of the class rankings was maintained. A mixed (QUAN-Qual) and quasi-experimental methodological approach was used for this study; two questionnaires were applied to 454 high school students and a focus group was performed with a group of seven professors. The quantitative analysis was processed with SPSS and consisted of ANOVAS and post hoc tests for more than two samples, while the focus group analysis was performed through inductive analysis. Results show benefits for professors and learners. Students improved their attitudes toward mathematics, reducing anxiety and improving willingness, while professors found a dynamic and optimal way to manage gamification on Gamit!

The design of the third workshop of the Professional Experience Modality was based on gamification, and students, most of them undergraduate engineers, were supposed to be secret agents with specific competencies to solve missions (assignments they should solve working in collaborative teams) in accordance with the course syllabus. Secret agents worked during the academic period to earn extra performance points from the missions and to receive a recognition badge as secret agents prepared for their internships. The use of the Remind app enhances close communication between teacher and students in a simple way. Sixty-three percent of students who used the app were satisfied with it, feeling accompanied, and using the app to resolve questions about due dates, receive general instructions for assignments, and see their progressive development of competencies.

Emotions play a crucial role in shaping learning and academic performance, particularly in the context of undergraduate mathematics courses. Anxiety is commonly experienced when studying mathematics. Existing research consistently supports the positive impact of incorporating gamification into higher education to foster active learning. We conducted a quantitative, exploratory, and quasy-experimental methodological approach to apply two instruments that lead us to determine the relationship between gamification based on reward mechanics and emotions, motivation, and engagement. To achieve this objective, the applied instruments were and adapted Emotions in Learning test and a modified version of the MAKE instrument (Motivates, Attitude, Knowledge, and Engages). The study sample consisted of 20 students. The findings revealed a noteworthy increase in positive emotions, particularly a significant decrease in mathematics-related anxiety, accompanied by an increase in enthusiasm, pride, and a sense of companionship post-test. Additionally, negative emotions decreased in the post-test, including feelings of shame, annoyance, and regret. These results suggest that gamification, with its reward-based approach, can effectively enhance the emotional well-being and motivation of students in mathematics courses and other subjects. This research is still ongoing to confirm the obtained results and to extend the tests to other subjects.

Gamification in higher education has become relevant to improve motivation and engagement in courses. The contribution we looked for is finding if avatar selection impacts students' performance to integrate improved gamified course design. We established a relation between the reason for avatar selection and the gained avatars to conclude its impact on motivation and engagement in two undergraduate courses, one for Calculus and the other for Professional Competencies Development. Findings point to a seek for identification with personal qualities as perseverance and discipline, and teamwork in the Calculus course. Women chose their avatar primarily based on the spirit of struggle, determination, and characteristics to overcome any situation.

Results in higher education and literature have shown that gamification favors intrinsic motivation, cognitive process, and the social aspects of learning by engaging students with their courses. We present the use of a Leaderboard, integrating the used award system, in which students gained badges, built with eleven nicknames, six avatars and seven types of badges. The course Growth-related Competencies aims to prepare students for the search of their internships through tools that allow them to develop professional competencies. This Research was conducted to search for a way to enhance students' performance and quality of done assignments while considering that content seems to be boring and exhaustive for students who review the complete recruitment process (built their resume, have a mock interview, and get familiarized with job boards). We found, through exploratory qualitative research, that students chose an avatar or nickname (optional for students) according to something meaningful for them such as a role model they have or a character with whom they share characteristics according to their self-image. We also learned they found their motivation to participate in gamification as an opportunity to get recognition from teachers and classmates, as well as a reaffirmation of their performance while developing their professional competencies and get prepared to search for their internships. Personal satisfaction, extra points and rewarding were also reasons for them to participate as members of the Leaderboard of the course. Results showed that enhanced gamified design improve student’s participation, delivered assignments and quality of hiring products, reflected on final grades. Keywords: Gamification, Leaderboard, Professional Competencies, Internship, Educational Innovation, Higher Education.