Innovative Teaching through Gamification: Competencies in Social Work Action Research

Abstract

This study aimed to analyze the impact of gamification as a pedagogical strategy in the development of professional competencies related to Participatory Action Research (PAR) among undergraduate Social Work students at the University of Zaragoza. A gamified educational experience was designed and implemented over one academic semester, structured around missions, challenges, symbolic rewards, and collaborative narratives. The methodology combined quantitative and qualitative approaches. Pre- and post-test questionnaires using a Likert scale, classroom participation records, formative evaluation rubrics, and a final focus group were employed. Quantitative data were analyzed using descriptive and inferential statistics, including repeated-measures ANOVA and confidence intervals, while qualitative data were thematically coded. The results revealed a statistically significant improvement in dimensions such as teamwork, participatory planning, and effective communication, as well as increased critical engagement from students in their learning process. The study concludes that gamification, when intentionally and pedagogically designed, can enhance the teaching of complex methodologies such as PAR, fostering transformative learning. It also recommends further investment in faculty training on gamified design and the curricular integration of active methodologies in higher education.