The demands of modern society regarding academic training have placed the focus of education on active methodologies. Their proven success also presents challenges for the innovation they entail. In this regard, methodological strategies such as gamification are currently focusing their analyses on design to ensure the effectiveness of their outcomes. With this in mind, we aim to analyse a gamification experience in higher education from the perspective of the various stakeholders involved. Using a qualitative methodology, data from an open-ended survey and the learning journals of 73 students were triangulated with the teaching journals of four lecturers. The category-based data analysis indicates that escape room-type games and digital boards are the most highly valued as innovative educational tools that promote active learning. Conflict resolution, cooperative work, and understanding of theoretical knowledge stood out as achieved objectives. The overall positive view, the classroom atmosphere of excitement and fun, and the impact on learning due to increased motivation were highlighted in participants’ opinions. From the lecturers’ perspective, the outcome is shown to be worthwhile in terms of effort and benefit.

El estudio analiza el potencial de la inteligencia artificial generativa como mediadora del patrimonio educativo. Mediante una investigación cualitativa participativa, examina cómo distintos perfiles de expertos perciben el patrimonio histórico-escolar y el diseño de chatbots. Los resultados sirven de base para orientar el diseño de un prototipo basado en Retrieval-Augmented Generation (RAG) para interactuar con fuentes, objetos e historias escolares. Se destaca la relevancia de la tecnología como mediadora cultural y emocional, así como la necesidad de transparencia, trazabilidad y supervisión experta. En conjunto, se propone un modelo de chatbot educativo y patrimonial derivado del análisis de estas percepciones y concebido para favorecer el aprendizaje y la conexión con la memoria escolar.