GAMIFICATION TO ENHANCE UNIVERSITY STUDENTS' RESILIENCE: TRANSFORMING CHALLENGES INTO OPPORTUNITIES
DOI:
https://doi.org/10.12800/ccd.v20i65.2392Keywords:
Gamification, Resilience, UniversityAbstract
This study investigates the impact of a gamification-based intervention on the resilience of university students, comparing it to a traditional lecture-based approach. In recent years, resilience has become a key factor in student well-being, helping them overcome academic challenges and personal difficulties. A quasi-experimental design was used, involving 88 participants divided into an experimental group (EG) and a control group (CG). The intervention, inspired by the popular TV show Time Zone, integrated elements such as time management, emotional regulation, and problem-solving, which are all essential to the development of resilience. The resilience of participants was assessed using the CD-RISC 10 scale both before and after the intervention. Results revealed that the EG demonstrated significant improvements in resilience, particularly in managing adversity, achieving goals, and maintaining a positive self-concept. Conversely, the CG showed minimal changes, suggesting the impact of the gamification-based intervention. The findings highlight that students in the EG were better able to cope with stress, recover from setbacks, and achieve goals despite obstacles. This demonstrates that gamification can be an effective tool for enhancing emotional resilience and well-being, offering a compelling alternative to traditional educational methods. Furthermore, the study contributes to the growing body of literature on the use of gamification in higher education, emphasizing its potential to foster personal competencies and enhance learning outcomes. The results also suggest that future interventions incorporating gamification could lead to sustained improvements in student resilience.
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