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The evolution of university higher education has led to the incorporation of innovative learning modalities such as "blended learning", a combination of face-to-face and online teaching. An emerging element in this context is gamification, which applies elements of game design in education to improve student motivation and performance. This research analyzes the effectiveness of gamification in b-learning in university higher education and the contexts of application in the literature. A qualitative methodology was used, including descriptive and conceptual analyses based on the critical interpretation of literature documents, following the guidelines of the PRISMA statement. The findings show that gamification can increase student participation, engagement, and interest in learning. Elements of game design, such as narrative, feedback, competition, and reward, were identified that can be applied in education. In summary, the systematic review demonstrates that gamification can be an effective strategy for improving student motivation and performance in b-learning in university higher education. However, it is important to carefully design gamification to avoid negative effects. [ABSTRACT FROM AUTHOR]

The objective of the research is to review the most recent topics about the associated determining factors related to university dropout. University abandonment is considered, by most university institutions, as a phenomenon that threatens the prospecting of education and society in general. The research is qualitative and descriptive. Based on the hermeneutics of recent works, with the determination to review what is currently being done with the main theme of the study. The type of article is for review, which, without being original, collects a series of relevant and current information on the thematic axes. The results of the study allowed us to know, identify and analyze the different causes by which the phenomenon of university dropout is activated and even, take into consideration positions from other countries which allowed us to reach relevant dissertations. The conclusions of the research, in addition to knowing the determining factors associated with attrition, also allow us to issue some recommendations to university institutions, to reduce the dropout rate and be able to counteract the social consequences that it entails. [ABSTRACT FROM AUTHOR]

This quasi-experimental study aimed to evaluate the impact of a discovery strategy on the English listening skills of 56 tenth grade students of the Glenn Doman Educational Unit. The participants were divided into an experimental group and a control group, with 28 students in each. The standardized PET B1 level English test was used as the evaluation instrument, which assesses four language skills: listening comprehension, reading comprehension, writing and speaking. The results indicated that, after two months of implementation of the discovery strategy in the experimental group, there was a significant improvement in listening skills, with an increase from 3% to 29% in the percentage of students with a very good level. While in the control group an improvement was also observed, although less pronounced. These findings suggest that the discovery strategy is effective in improving students' English listening skills. For future studies, it would be relevant to explore the long-term impact of this strategy on students' language skills, as well as its effectiveness in different educational and cultural contexts. [ABSTRACT FROM AUTHOR]

The purpose of this research was to perform an exploratory factorial analysis of the digital competencies questionnaire in students. A cross-sectional observational design was applied to 322 students of the Tecnológico Superior Universitario España from the 4th and 5th cycles of the Business Administration career. It was obtained that the basic assumption of the factor analysis of the Kaiser-Meyer-Olkin Measure was 0.778 and Bartlett's sphericity test had a significant value p<0.000 On the other hand, the variance of the first component was 28%, component 2 had a percentage of almost 12% as explained variance, and finally the third component had a variance percentage representation of 10%. This means that the percentage of accumulated variance of the three components was 50.5%. [ABSTRACT FROM AUTHOR]