Reflexiones Docentes para Uso de la Gamificación en la Universidad del Siglo Xxi: Aprender Jugando

Introduction: University learning in the twenty-first century is in a process of transformation stimulated by technological development and transformations in social and educational dynamics. Methodology: The literature review has revealed at least three demanding concerns: the necessary adaptation of teaching forms, the essential meaningful learning and the continuous training of the teacher. In the context of this century, gamification is shown as an innovative pedagogical strategy that favors the motivation of students with the possibility of developing their protagonist in learning. Through a theoretical analysis, this study examined the role of the teacher as a mediator in the implementation of gamification and the importance of their preparation in digital skills. Results: The findings, shown with the use of questions for reflective answers, highlight the relevance of offering students opportunities to develop their creativity and autonomy, ensuring dynamic learning adapted to their expectations.