Gamification as a Teaching Strategy to Develop Action-Research Competencies in Social Work Students

A study was conducted to explore the impact of gamification as a pedagogical strategy for developing professional skills in undergraduate Social Work students at the University of Zaragoza, particularly those related to Participatory Action Research (PAR). The research addressed the need to innovate teaching methodologies that promote active, collaborative, and situated learning aligned with current professional demands. A gamified teaching experiment was carried out over one semester, structured around missions, rewards, challenges, and collaborative storytelling. The methodology combined qualitative and quantitative approaches, including pre- and post-test questionnaires, classroom participation records, and focus groups. The results showed a significant improvement in students’ self-perceived acquisition of skills in participatory planning, conflict resolution, and effective communication. An increase in student engagement and critical ownership of the learning process was also observed. It was concluded that gamification, when designed with clear pedagogical criteria, can be an effective tool for teaching complex methodologies such as Participatory Action Research. The study also offered recommendations for training educators in gamified design and integrating active methodologies into higher education curricula. This experience represents an innovative and replicable contribution for academic contexts seeking to enhance professional competencies through a transformative and participatory approach.