ABSTRACT
This article describes the effects of gamification on learning performance, aimed at the formation of competences through an m-learning approach. It consists of a game-based student response system (GSRS) based on the creation of evaluation quizzes in the form of a contest. The sample includes 397 undergraduates in a business course under a treatment-control framework. Moreover, this study seeks to identify potential drivers of the success of this gamification through a psychometric questionnaire. Estimations of OLS and ordered probit models show that learning objectives, methodology and, most important, the utility for vocational training increase the likelihood of adopting gamification in the classrooms. Findings appear to be largely robust across different groups, regardless of gender, age, or the coordinator of the game. Therefore, gamification reveals itself to be an important tool for training competences for both academic and professional approaches.
