Gamified Teaching Model in Basic Sciences: Impact on Learning Strategies and Academic Motivation of Engineering Undergraduate Students

Abstract

Low academic motivation and ineffective learning strategies represent persistent challenges in engineering education, par-ticularly in basic science courses such as Calculus. This study analyzes the impact of a gamified teaching model on learning strategies and academic motivation among undergraduate engineering students at Universidad Cooperativa de Colombia (UCC), Villavicencio campus. A quasi-experimental pretest–posttest design was applied to two groups of 32 students en-rolled in Integral Calculus and Differential Calculus. Data were collected using the Motivated Strategies for Learning Ques-tionnaire–Short Form (MSLQ-SF), comprising 40 Likert-scale items across seven dimensions. Results revealed significant improvements following the gamified intervention: active class participation increased by 42%, self-regulated study habits im-proved by 35%, and interest in course content rose by 40%. Post-intervention data showed that over 84% of students demonstrated enhanced metacognitive awareness, critical thinking, and intrinsic motivation. The findings support the conclusion that structured gamification—integrating points, levels, badges, narrative-driven challenges, and immediate feedback—can effectively transform traditional pedagogical practices in higher education engineering programs, fostering autonomous, meaningful, and emotionally sustainable learning experiences.