Participatory gamification for resilient educational infrastructures: bibliometric analysis in vulnerable Andean contexts
DOI:
https://doi.org/10.69821/DISCE.v3i1.87Keywords:
Gamification, educational infrastructure, inclusion, urban designAbstract
This study sought to systematically analyze the bibliographic evidence on gamification as a participatory strategy, in order to enhance urban planning for resilient educational infrastructure in vulnerable contexts such as those in Huancayo, Peru. The methodology was based on a qualitative documentary approach with a systematic review of the Scopus, SciELO, Google Scholar, and Dialnet databases (2015-2026), where 22 relevant documents were selected using explicit criteria. The bibliometric analysis was performed with the support of VOSviewer 1.6.19 software, configured for co-occurrences in titles/abstracts/keywords, minimum 2 occurrences, 3 automatic clusters. The findings revealed three clusters with 87% co-occurrences, the red cluster with 45% in participatory gamification and a high percentage of spatial understanding via Unity, the green cluster revealed 62% ICT exclusion mitigated by 45% through mobile games, and the blue cluster represents local vulnerability in Huancayo with a potential of more than 40% in post-earthquake continuity of studies. The conclusions showed that gamification emerges as an interdisciplinary catalyst represented in the triad of urbanism-pedagogy-engineering, democratizing access to the E.030 standard through accessible simulations, which transforms digital exclusion into technical social capital, although there is an urgent need for empirical validation with local pilot tests and studies.
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