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E-ISSN:3028-9408 https://gestiones.pe/index.php/revista

©Advanced Studies Research

Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

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Preserved in Zenodo DOI:https://doi.org/10.5281/zenodo.18058400 The Authors are responsible for the information in this article

Management of gamification entrepreneurship to compile information through digital teaching strategies in students.

Nathalie Parra Galvez 1 Kharen Klarhe Zarate Vasquez 1 * Lizbeth Camus Mendoza 1 Manuel Paulino Linares Herrera 2

1 Cesar Vallejo University, graduate school, Peru .

2 University of Habana, Cuba .

*Correspondence contact: kzaratev@ucvvirtual.edu.pe

Received: 10/16/2025 Accepted: 11/16/2025 Published: 12/26/2025

Abstract: This study analyzes the management of gamified learning activities to compile information through digital teaching

methods, impacting the creative thinking and digital skills of university students. Objective: To determine how the

management of gamified learning activities to compile information through digital teaching strategies influences students at

a Peruvian university. Methodology: A quantitative-descriptive approach was used, with a purposive sample of 147

university students surveyed. Results: The results show that over 60% of students agreed with the use of digital teaching

strategies in their learning. Conclusion/Contribution: This study provides evidence to strengthen teacher training in digital

skills and active methodologies. The management of gamified learning activities through information compilation represents

an opportunity to transform higher education in Peru.

Keywords: Management, Entrepreneurship, Gamifications, Compile, Strategies, Digital.

Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes

Resumen: El estudio analiza la gestión del emprendimiento de gamificaciones para compilar mediante didácticas digitales

en el pensamiento creativo y las competencias digitales de los estudiantes universitarios. Objetivo: Determinar cómo influye

la Gestión del emprendimiento de gamificaciones para compilar mediante estrategias didáctica digitales en estudiantes de

una universidad peruana. Metodología: El enfoque fue cuantitativo-descriptivo, con una muestra intencionada de 147

estudiantes universitarios encuestados. Resultados: La gestión del emprendimiento en estudiantes muestran que más del

60% de los estudiantes estaban de acuerdo con la compilación de informaciones mediante estrategias didáctica digitales

en su aprendizaje. Conclusión/Aporte: El estudio aporta evidencia para fortalecer la formación docente en competencias

digitales y metodologías activas. La gestión del emprendimiento de gamificaciones mediante las compilaciones de

informaciones representa una oportunidad para transformar la educación superior peruana.

Palabras Clave: Gestión, Emprendimiento, Gamificaciones, Compilar, Estrategias, Digitales.

Gestão do empreendedorismo gamificado para compilar informações por meio de estratégias de ensino digital em estudantes.

Resumo: Este estudo analisa a gestão de atividades de aprendizagem gamificadas para a compilação de informações

por meio de métodos de ensino digitais, impactando o pensamento criativo e as habilidades digitais de estudantes

universitários. Objetivo: Determinar como a gestão de atividades de aprendizagem gamificadas para a compilação de

informações por meio de estratégias de ensino digitais influencia estudantes de uma universidade peruana. Metodologia:

Foi utilizada uma abordagem quantitativa-descritiva, com uma amostra intencional de 147 estudantes universitários.

Resultados: Os resultados mostram que mais de 60% dos estudantes concordaram com o uso de estratégias de ensino

digitais em sua aprendizagem. Conclusão/Contribuição: Este estudo fornece evidências para fortalecer a formação de

professores em habilidades digitais e metodologias ativas. A gestão de atividades de aprendizagem gamificadas por meio

da compilação de informações representa uma oportunidade para transformar o ensino superior no Peru.

Palavras-chave: Gestão, Empreendedorismo, Gamificações, Compilar, Estratégias, Digitais

Gestion de l'entrepreneuriat par la gamification pour compiler des informations grâce à des stratégies

d'enseignement numérique auprès des étudiants

Résumé : Cette étude analyse la gestion d'activités d'apprentissage ludifiées pour la collecte d'informations par le biais de

méthodes pédagogiques numériques, et son impact sur la pensée créative et les compétences numériques des étudiants

universitaires. Objectif : Déterminer comment la gestion d'activités d'apprentissage ludifiées pour la collecte d'informations

par le biais de stratégies pédagogiques numériques influence les étudiants d'une université péruvienne. Méthodologie :

Une approche quantitative descriptive a été utilisée, avec un échantillon ciblé de 147 étudiants universitaires interrogés.

Résultats : Les résultats montrent que plus de 60 % des étudiants approuvent l'utilisation de stratégies pédagogiques

numériques dans leur apprentissage. Conclusion/Contribution : Cette étude met en évidence la nécessité de renforcer la

formation des enseignants aux compétences numériques et aux méthodologies actives. La gestion d'activités

d'apprentissage ludifiées par la collecte d'informations représente une opportunité de transformation de l'enseignement

supérieur au Pérou.

Mots-clés : Gestion, Entrepreneuriat, Gamifications, Compiler, Stratégies, Numériques.

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Gestiones – Advanced Journal

E-ISSN:3028-9408 https://gestiones.pe/index.php/revista

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

=====================================================================================================================

1. Introduction

Given the current context, various changes have been made that transform multiple areas both

work and education, for which the resources created allow the development of strategies that

facilitate undertaking, motivating and generating innovative solutions through compilation and

creation processes within the learning processes, which allows facing the challenges of the

knowledge society.

According to the global context, digital development for compiling and creating is a growing

trend that benefits learning, as evidenced in European studies. For example, in Spain, Seguí Mas

(2021) indicates that 75.79% of surveyed teachers reported that it has been beneficial to teach

courses using digital tools such as gamification. A study in Germany found that 25% of students

use digital devices for educational purposes, resulting in a score of 4.7 out of 10 for improved

classroom performance, as demonstrated in assessments of compiling and creating processes.

To this end, teachers have become familiar with digital teaching strategies that allow them to

create fun and innovative learning environments, which can be used for entrepreneurial

purposes. (OEC, 2024).

Regarding Latin American research, a quantitative study conducted at a public university in

southern Mexico State with a purposive sample of 54 teachers describes the socioeconomic and

educational profile of teachers participating in entrepreneurial activities. This study

demonstrates that research on entrepreneurship should include faculty, not just students, as

they are key agents in developing entrepreneurial skills (Jaramillo et al., 2023). Vélez et al.

(2025) report that 75% of students believe gamification improves the learning environment,

and 60% recognize that their emotions directly impact their academic performance. This

underscores the value of implementing gamified games for educational purposes, as they offer

innovative ways to learn. Furthermore, it is evident that teachers need to be proficient in digital

teaching strategies. An IDB study indicates that 40% of teachers demonstrate professional

development in the use of basic digital teaching strategies.

According to Gambi (2024), all of this fosters the generation and construction of knowledge,

which is why López (2023), in indicators of compilation and creation; in evaluated experiences,

between 60% and 75% of students reported a perception of improvement in skills to compile

and create after receiving the intervention, although the authors recommend complementing

self-reports with objective tests of compilation and creation.

In Peru, Calle's research (2020) indicates that pedagogical management influences students'

entrepreneurial capacity, therefore, teaching practices should foster spaces and create

innovative strategies. Burlacu et al. (2023) point out that gamification increases motivation,

generates a positive impact on academic achievement, and aligns very creatively with digital

teaching strategies. Flores (2024), in Juliaca, found that 50% of students demonstrated a

"regular" level of digital teaching strategies, while the other 50% were categorized as having

"high" academic performance. In Peru's 2022 PISA assessments, 47% of students reached at

least a basic level ( Level 3) of compilation and creation processes. Given this, the following

question arises: How does gamification influence the compilation and creation processes and

digital teaching strategies of students at a high school in Lima in 2026?

According to Quispe (2022), when teachers—referring to adult education—develop a balanced

educational management approach encompassing institutional, administrative, and pedagogical

aspects, they strengthen their capacity to promote entrepreneurship projects within the

educational community. Buendía Cueva et al. (2024) point out that gamification and technology

in education allow for the creation of strategies with great potential to enrich cognitive

development and foster holistic learning. Strengthening teachers' digital teaching strategies not

only expands their technological proficiency but also transforms how students learn by enabling

more active and contextualized educational experiences.

According to Ccorahua (2024), teachers with greater digital proficiency demonstrate more

efficient and coherent pedagogical performance in response to the challenges of today's

technological environment. Compilation and creation processes in education are essential tools

for students to develop autonomy and problem-solving skills. According to Carranza (2021),

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Gestiones – Advanced Journal

E-ISSN:3028-9408 https://gestiones.pe/index.php/revista

©Advanced Studies Research

Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

=====================================================================================================================

promoting compilation and creation in the classroom implies that teachers design flexible

learning experiences where exploration and curiosity are valued more than rote memorization.

This transforms the educational process into a space for discovery, not just repetition.

2. Methodology

This article draws on selected research related to ICTs and their application and innovation in

compiling and creating processes. It considers the dimensions of the gamification

entrepreneurship and digital teaching strategies variables, as defined by Lyons et al. (2023) and

Sánchez-Rivas et al. (2020). The latter argue that digital teaching strategies are essential for

teacher professional development. The survey was validated through expert review by

individuals with technological and curricular experience related to the research variable. The

questions were administered using a Google Form. The participants showed willingness to

answer the surveys, the results of which contribute to the research. The approach is

quantitative-descriptive, using a non-probabilistic purposive sample of 147 students from a

private Peruvian university. The survey focuses on the management of gamified

entrepreneurship to compile and create digital didactic strategies. The survey consists of 35

questions; some questions are phrased as affirmative and others as negative to avoid bias in the

responses. Each question has 5 alternatives, for which the following alternatives and their

respective weightings were used:

•TD = Strongly disagree (Weighting 1)

•D = Disagree (Weighting 2)

•I = Indifferent (Weighting 3)

•A = Agree (Weighting 4)

•TA = Strongly agree (Weighting 5)

The analysis of the results was done according to four dimensions (two dimensions for the first

variable and two for the second variable): Entrepreneurship, Gamification, Digital Skills and

Creative Thinking; obtained after analysis of the variables and approval of the expert judgment

who carried out the respective evaluation.

To present the results, frequencies and percentages were used through descriptive statistics.

Additionally, inferential statistics were used to determine correlations using Spearman's rho

correlation coefficient, since the variables were non-parametric. Excel and SPSS version 20 were

used to correlate the response values.

Dimension 1: Entrepreneurship

Questions

Do you think that businesses should be undertaken in services that are only provided based on

market requirements?

Do you consider that the chosen economic ventures are decisive for the decisions made?

Do you think that gamification ventures require trained personnel?

Do you think it's risky to diversify services by seeking new digital channels?

Do you think that the current economic climate allows for more innovation?

Do you think that these initiatives should not be subject to common goals?

Do you believe that the socialization of entrepreneurship allows for significant development?

Do you think that entrepreneurship involves decision-making independent of contributions

(capital)?

Do you think that entrepreneurship is limited to a social-participatory model?

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E-ISSN:3028-9408 https://gestiones.pe/index.php/revista

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

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Dimension 2: Gamification

Ask

Do you think that gamification adapts the game as a didactic strategy for teaching?

Do you think the innovative strategies for gamification were relevant?

Do you think that the innovative design of gamification is imperceptible?

Do you think gamification has a high level of impact?

Do you think that gamification promotes an impact on more subjects?

Do you think that gamification impacts the resolution of challenges considered?

Do you think that gamification impacts learning through playful activities?

Do you think that gamification methodology allows for diverse learning strategies?

Do you think that gamification was previously adapted to a specific situation?

Dimension 3: Digital Competencies

Questions

Do you think that digital skills facilitate the organization of digital information?

Do you think that digital skills enable navigability?

Do you think that the creation of digital content hinders fluid interaction between

participants?

Do you think that the repeated use of digital tools facilitates teaching and learning?

Do you think that a password based on visual impact, rather than the cones and rods in the

eye, would be more reliable?

Do you consider fingerprint passwords to be very reliable?

Do you think that the application of digital skills involved the prior opinion of an expert?

Do you think that digital tools (even without adaptation) are always effective for learning?

Dimension 4: Creative Thinking

Questions

Do you think that self-perception facilitates creativity?

Do you consider imagination essential to carrying out the creative process?

Do you think that creativity allows for the accurate selection of digital resources?

Do you think that creative expression promotes synthesis processes?

Do you think that learning sessions should involve teaching resources with creative

solutions?

Do you think it is necessary to transcend with motivation for educational transformation?

Do you consider ideas to be the primary sources for creating knowledge?

Do you think that developing creativity hinders the originality of ideas?

Do you think that personal abilities prevent the transformation of simple ideas into

complex ones?

3. Results

The results presented are based on the responses arranged according to each of the four

dimensions: Entrepreneurship, Gamification, Digital Skills and Creative Thinking, in the context

of managing gamification entrepreneurship to compile and create through digital didactic

strategies in students.

3.1 Descriptive Statistics

The results presented are based on the responses provided according to the variables of

entrepreneurship, gamification, digital skills, and creative thinking.

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

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Figure 1. Percentages for the dimensions: Entrepreneurship, Gamification, Competencies

Digital and Creative Thinking.

Analysis of the Digital Tools variable reveals that the highest percentage of students falls into

the TA (Strongly Agree) category, specifically in the dimensions of Digital Skills (≈45%) and

Gamification (≈42-45%). Creative Thinking (≈48%) follows closely behind, as do

Entrepreneurship (≈45%) and Gamification (≈42-45%). The A (Agree) category also shows high

and balanced values, ranging between 32% and 32% depending on the dimension, with the

highest percentages in Creative Thinking and Digital Skills. The I (Neutral) category presents

moderate percentages (15-28%), with the highest value in Creative Thinking, suggesting that

there is still a segment of students who do not clearly perceive the impact in this dimension. The

TD (Strongly Disagree) and D (Disagree) categories are combined, with the highest percentage

below 15% , demonstrating a broad overall positive consensus. The highest levels of

disagreement are observed in Entrepreneurship and Gamification, although they remain in the

minority, with an overall positive sentiment .

Regarding the management of gamified entrepreneurship for compiling and creating knowledge

through digital teaching strategies in students, this distribution indicates that integrating digital

tools into gamified entrepreneurship processes fosters predominantly positive attitudes toward

the ability to compile and create, with a focus on digital teaching strategies that enhance creative

thinking. The high concentration in Learning Outcomes for Creative Thinking and Digital

Competencies suggests that students perceive a direct impact on their ability to compile and

create new knowledge through entrepreneurial gamification, aligning with educational

management that prioritizes digital innovations. However, the levels of indifference in Creative

Thinking highlight the need for more robust management in gamified entrepreneurship to

reduce ambiguities and maximize creation through digital teaching strategies.

Category I (Indifferent) shows moderate percentages (15-28%), with the highest value in

Creative Thinking, suggesting that there is still a segment of students who do not clearly perceive

the impact in this dimension. Categories TD (Strongly Disagree) and D (Disagree) are low, at

15% combined, with the highest below 10 %, demonstrating a broad overall positive consensus.

The highest disagreement values are observed in Entrepreneurship and Gamification, although

they remain in the minority, with a generally positive sentiment .

Within the framework of managing gamification entrepreneurship to compile and create

through digital teaching strategies in students, this distribution reveals that the processes of

compiling and creating are optimally developed when entrepreneurial gamifications are

integrated with digital teaching strategies, fostering a positive consensus that drives

pedagogical innovation in university students.

3.2 Inferential Statistics

It was determined by correlations using Spearman's Rho correlation statistic because the

variables were non-parametric, all correlations were significant and the summary of these

correlations is presented in the following table.

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

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Table 01: Correlation values between the dimensions of the two variables:

Variable 1: Digital Skills and Entrepreneurship

Variable 2: Gamification and Creative Thinking

Digital Competencies

(DC)

Entrepreneurship

(E)

Gamification

(G)

Creative

Thinking (CT)

Digital

Competencies

(DC)

1.00

0.82

0.86

0.91

Entrepreneurship

(E)

0.82

1.00

0.75

0.84

Gamification (G)

0.86

0.75

1.00

0.79

Creative Thinking

(CT)

0.91

0.84

0.79

1.00

Spearman's rho correlation analysis (RS) reveals strong (RS>0.74) and statistically significant

relationships between all dimensions, establishing positive and participatively significant

correlations between variables. In particular, the highest correlation was observed between

Digital Competencies and Creative Thinking (RS=0.91), suggesting a close association between

the development of technological skills and the ability to generate innovative ideas. Likewise, a

strong correlation was identified between Digital Competencies and Gamification (RS=0.86),

indicating that the use of technological resources promotes playful strategies that strengthen

motivation and meaningful learning. The relationship between Digital Competencies and

Entrepreneurship (RS=0.82) was significant, demonstrating that digital proficiency enhances

autonomy and innovation. Meanwhile, the correlation between Creative Thinking and

Entrepreneurship (RS=0.84) reflects that creativity fosters entrepreneurial attitudes. Finally,

gamification maintains positive relationships with Creative Thinking (RS=0.79) and

Entrepreneurship (RS=0.75), demonstrating that game-based strategies help develop creativity

and initiative. Overall, the results confirm that Digital Competencies act as a unifying factor, with

an average correlation (RS=0.83) that demonstrates significant interdependence, reinforcing

the importance of the strategic use of digital tools and gamified methodologies .

In the context of managing gamified entrepreneurship for compiling and creating through digital

learning strategies in students, these findings highlight how effective management of gamified

entrepreneurship enhances the processes of compiling and creating by integrating digital

learning strategies that foster strong correlations between digital skills and creative thinking.

The high correlations demonstrate that gamified entrepreneurship acts as a catalyst for

compiling information and creating innovative solutions in students, aligning educational

management with digital tools that promote autonomy, motivation, and academic interest. This

interconnection underscores the need for strategic management in gamified entrepreneurship

to optimize the capacity to compile and create, transforming digital learning strategies into

fundamental pillars for students' holistic development.

4. Discussion

The results show a favorable trend toward integrating entrepreneurship, gamification, and

digital teaching strategies as means to stimulate the processes of compiling and creating.

However, behind this apparent coherence, significant tensions emerge between innovative

discourse and everyday educational practice. Although more than 60% of students express

agreement or strong agreement across the four dimensions, the percentages of indifference and

disagreement, which together exceed 30%, demonstrate that the incorporation of these

strategies has not yet reached a sufficient level of consolidation in the Peruvian university

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E-ISSN:3028-9408 https://gestiones.pe/index.php/revista

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

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classroom. In the entrepreneurship dimension, the majority of respondents show a positive

predisposition (64%), but this data could mask a superficial understanding of the concept. As

Jaramillo et al. (2023) point out, teacher entrepreneurship is not limited to promoting isolated

initiatives, but rather requires transforming the educational culture toward autonomy and

innovative problem-solving.

Schumpeter (1934) had already pointed out that entrepreneurship involves disruption and

innovation, not mere adaptation. In the context analyzed, the findings suggest that many

students associate entrepreneurship more with “practical activities” than with processes of

sustained innovation. This gap between intention and action can be explained, in part, by the

lack of teacher support and the limited connection between academic projects and the real

needs of the environment, as Calle Castillo (2020) argues. Regarding gamification, the 67%

positive rating could be interpreted as a sign of acceptance of game-based methodologies;

however, the remaining 33% (between indifference and disagreement) reveals some resistance

or lack of awareness. Deterding et al. (2011) point out that gamification only achieves real

impact when it is accompanied by clear pedagogical objectives and a meaningful narrative. In

many Latin American contexts, the application of gamification techniques is limited to the use

of points or rewards without a solid instructional design (Vélez & Quinteros, 2025). This

fragmented practice creates the risk of momentary motivation that does not translate into deep

learning. Furthermore, as Gee (2020) points out, the key to playful learning lies in the balance

between challenge and meaning, a dimension that still appears weak in the results obtained.

Digital teaching strategies, despite their high acceptance (62%), represent another area of

tension. This figure demonstrates progress, but also a limitation: declared digital proficiency

does not always translate into critical and innovative skills. The Inter-American Development

Bank (2024) notes that a large portion of Latin American teachers maintain a functional rather

than a pedagogical level of technology use. This gap between technical skills and pedagogical

application aligns with Area Moreira's (2022) observation that digital literacy should be

understood as a cultural and ethical competence, not merely an instrumental one. In this sense,

the results reflect a scenario where digital resources are present, but their educational use

remains partial. Regarding the processes of compiling and creating, the 66% positive

assessment is encouraging, although it also poses a challenge: why do a third of the students not

perceive improvements in their ability to compile and create despite the use of digital and

playful strategies? This could be due, as Carranza (2021) suggests, to the persistence of teaching

models focused on the transmission of content rather than on exploration.

López Cruz (2023) demonstrates that the processes of compiling and creating only develop

when activities challenge students to construct new knowledge, not simply to reproduce

information. Therefore, the challenge lies not only in incorporating tools, but also in redesigning

learning experiences so that the ability to compile and create emerges as a complex cognitive

and emotional process. At a general level, the results reveal an educational paradox: there is

consensus around the need for innovation, but practical implementation remains trapped

between tradition and change. Gamification and digital teaching strategies appear as catalysts

for learning, but their effectiveness is limited by a lack of teacher training, scarce technological

infrastructure, and a weak culture of formative assessment. As Labraña (2014) argues,

educational systems tend to prioritize institutional stability over adaptation; this internal

rigidity explains the slow adoption of innovative practices. Consequently, the findings of this

study underscore the urgent need to promote comprehensive teacher training that integrates

entrepreneurship, the ability to compile and create, and digital teaching strategies within a

critical framework. Institutions must move beyond mere technological adoption to building

sustainable innovation ecosystems. Only in this way can the gap between declared enthusiasm

and effective practice be closed. In the words of Vygotsky (1979), learning is a process of cultural

mediation; today, this mediation involves integrating technology and gamification as tools for

cognitive development, not as ends in themselves.

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Management of gamification entrepreneurship to compile information through digital teaching strategies in students

(Gestión del emprendimiento de gamificaciones para compilar informaciones mediante estrategias didáctica digitales en estudiantes)

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5. Conclusions

This article aims to present an overview of what it means not only to introduce but also to

undertake the task of using gamification methods for developing processes of compiling and

creating with technology and through the digital teaching strategies presented in class by

teachers. Deciding to implement and use gamification techniques means breaking with the

traditional lecture-based classroom model and venturing into a new form of interactive and

simultaneous learning. While today's students are the so-called "digital natives," teachers, most

of whom are from Generation X or Millennials, must strive to keep pace and strengthen their

digital teaching strategies so that learning is not just an "order" but a space where the teacher

promotes the processes of compiling and creating. The survey reveals important information

related to gamification entrepreneurship among university students. We considered four

dimensions and reached the following conclusions: In the entrepreneurship dimension, a

majority of respondents agree with implementing these techniques and are motivated to apply

them not only theoretically but also practically. We understand that certain limitations exist,

such as infrastructure, internet access in classrooms, and teacher training, among others.

Regarding gamification itself, while a majority of respondents support the impact this technique

has in the classroom, in addition to creating a conducive learning environment, this impact must

be reflected in academic results.

Now, there is a moderately significant percentage of students who are indifferent to

gamification, which may be due to a lack of clear objectives in the classroom or because students

perceive it as merely a fun activity that doesn't contribute to their professional development.

The key here is for university students to actively participate in their experience with

gamification as part of their learning. Regarding digital teaching strategies, the high percentage

of teachers who are proficient in digital tools and information and communication technologies

allows for the implementation of gamification techniques to achieve the proposed results.

However, potential barriers (technological, geographical, implementation-related, or due to lack

of investment) could reduce this percentage. In the area of compiling and creating, the results

show teachers' openness to applying this form of educational innovation. Therefore, since the

goal is to motivate students, foster commitment, and ensure they enjoy the process, it is

important for university students to recognize that these techniques can be applied in university

education (regardless of the professional field). The teacher will be key in structuring a project

with clear objectives for the university context, not duplicated or copied, but applied to each

specific classroom, where significant improvements in learning can be evaluated.

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Contributions from the co-authors: All co-authors have contributed to this article by mutual

agreement and are responsible for all information contained therein.

Nathalie Parra Galvez (25%): Conceptualization, Data Curation, Formal Analysis

Zarate Vasquez , Kharen Klarhe (25%): Validation, Visualization, Resources. Randall

Camus Mendoza, Lizbeth (25%): Methodology, Software, Supervision,

Manuel Paulino Linares Herrera (25%): Writing – original draft, Writing – revision and editing.

Research funding: With own resources.

We declare that we have no conflict of interest: The authors declare that we have no conflict of

interest that may have influenced the results obtained or the interpretations proposed.

Informed consent statement: The study was conducted in accordance with the Code of Ethics and

Good Publication Practices.

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