Resumen

The gamification is increasing mostly in the main higher education institutions because teachers can use it to improve their teaching and learning skills and, over all, to optimize the learning scenarios. In this aspect, the main objective of this study is to identify the barriers in the implementation of gamified didactic strategies in higher education, for the purpose of a greater understanding of these factors, enabling improvement techniques when using gamification as a pedagogical resource. As methodology, a systematized approach is presented for the analysis of research articles that are related to these barriers in the use of gamification resources in higher education. Five phases are established: search, evaluation, analysis, synthesis and presentation. As results, 101 articles were obtained as input for the identification of five barriers (Technology, Gamified Strategy Design, Pedagogy, Teacher and Student) and 29 specific barriers in the implementation of gamified didactic strategies in higher education. In sum, it is important the qualification in technological competencies in education that enable teachers and other professionals to include adequately gamification in their own online learning context, as well as the development of a holistic understanding from the most recent gamification perspectives. Finally, it is suggested to do the identification of barriers considering the countries of origin and education modalities, as well as obtaining specialized data or the analysis of gamified contents that allows the identification of new barriers complementing future studies.

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