| Abstrakt: |
Innovation has changed teaching-learning processes; among the strategies that have been implemented are gamification and game-based learning, which are related to the use of games to generate spaces for participation. On the other hand, cooperative learning promotes scenarios of discussion, group work, and socialization. A systematic review is presented, following the PRISMA methodology. SCOPUS, WoS, and ERIC databases were used, and 20 articles published in the period from 2012 to 2021 were chosen. The results show that the cooperative model, gamification, and game-based learning allow the strengthening of academic, personal, and social skills in playful spaces that foster emotions and creativity. In-person, virtual, and blended activities, role-playing, and assignment to improve motivation are some of the options for the implementation of the model. Some applied tools are Scratch, Kahoot, Pandemic, Night of the Living Debt, Spoc, Minecraft, Scape Room, Cerebriti Edu, GaCoCo, Crazy Racket, and Keep Dancing. We conclude that the development of new learning environments allows students and teachers to work in groups and achieve the proposed objectives, with more participation, interaction, motivation, and inclusion. [ABSTRACT FROM AUTHOR] |
