Adaptability, acceptance, and efficiency of virtual classrooms and gamification in higher ecuadorian education
Keywords:
Gamification; virtual classrooms; higher education; technology acceptance; motivation; student engagement.Abstract
This article analyzes students’ perceptions of the adaptability, acceptance, and efficiency of virtual classrooms and gamification in higher education. The study used a quantitative, non-experimental, cross-sectional, descriptive design. A Likert-scale survey developed by the lead author was administered to a voluntary sample of 41 students. The instrument comprised five dimensions: adaptability, acceptance, virtual classroom efficiency, gamification efficiency, and overall assessment. The results reveal a high overall perception (mean = 4.06/5), with particularly high scores for virtual classroom efficiency (mean = 4.10) and overall assessment (mean = 4.11). The instrument demonstrated high internal consistency (Cronbach’s alpha = 0.962). Virtual classrooms were perceived as useful and efficient tools, while gamification supported motivation and understanding of course content; however, it should be strengthened to foster more active participation.
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Copyright (c) 2026 Angela María Cantos Macías, Manuel Ángel Cantos Macías, Ana Karen Cobeña Loor, Dolores Vanessa Maza Vivanco, Julio Cesar Guamán Segarra
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