Abstract
This study analyzes the impact of gamification on academic performance, intrinsic motivation, and academic engagement among university students, also considering the role of mediating variables and differences across age groups. A quantitative approach with a non-experimental, correlational-explanatory design was employed. The research was conducted in two complementary phases: an analysis of an open-access dataset and an empirical validation with a reference sample in a blended-learning university context. The results showed positive and significant relationships between gamification, engagement, and intrinsic motivation, as well as an indirect effect of gamification on academic performance mediated by motivational and behavioral variables. Significant differences were also identified among age groups, suggesting that responses to gamified environments vary according to individual characteristics. The findings highlight the potential of gamification as a pedagogical strategy in higher education, especially in high-demand blended-learning contexts, where digital and face-to-face environments are integrated.
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