Gamification consists of a new teaching method that makes use of the mechanics of games and takes them to the educational field with the purpose of obtaining better results.

The use of the term gamification with the meaning that we currently know originates in 2008, under the word “funware” coined by Gabe Zichermann.

This concept has become increasingly relevant in learning and teaching environments, starting the idea in the digital media industry. The concept has been spreading to other areas adapting and being adopted on a large scale in the second half of 2010.

Gamification becomes more visible through books like Reality is Broken by author Jane McGonigal and Game Based Marketing by Gabe Zichermann.

Regarding the conception of the concept, despite the fact that there has been much controversy, the most accepted definition is Sebastian Deterding, which conceptualizes that gamification is the use of game design elements in contexts that are not games. It should be noted that this aims to lead to changes in the behavior and motivation of users through experiences that are reminiscent of games. Another issue that should be highlighted between the differences between gamification and what are considered serious games is that they are games that are planned so that players are entertained while they learn, train or change their behavior. Gamification pursues the above by making use of the mechanics and design of the game experience. Therefore, it uses game strategies such as rewards, obtaining points, classification in higher levels, as a fundamental pillar for the participants to carry out the requested activities. Another strategy is also to use the challenges and make the scores visible to the rest of the users, so that it motivates and awakens the participants so that their involvement in the tasks required is greater. Finally, it should be noted that gamification makes use of social networks in order to increase commitment and interaction between participants.

Plato was one of the first to recognize the usefulness of games, he advised that children learn to count using apples and also that those who could dedicate themselves to building play with elements that help them develop skills related to construction.

Currently, we find different theories that consider the game as an important element in learning. These theories value the game from different perspectives. Thus, John ^{Dewey (1997}), understands the game as an unconscious activity that helps the individual to develop both mentally and socially. He sees it as an activity that prepares children to become healthy working adults. He therefore understands the game as preparation.

On the other hand, ^{Montessori (1964}), focuses on the game as a sensory element, in such a way that it makes use of instruments of daily use for children, such as sand tables. The child learns at his own pace and the teacher collaborates to help him learn from the game. In this theory, play is understood as an element of sensory learning.

The game is also understood as therapy, defended from psychoanalytic theory, which conceives the game as a learning experience that is subject to repeating it or not depending on whether or not pleasure is obtained from it. So the child will tend to repeat it if he gets pleasure and not if the result is not pleasant (^{Freud, 1969}).

^{Bruner (1960}) theorizes that one of the main functions of play in children is to carry out actions in scenarios that simulate real life, emphasizing that the environment in play is safe and risk-free. Thus, children are prepared to face difficult moments in real life, so that when they occur, they will be prevented from suffering stress (Sutton-Smith et al., 1978). He therefore understands the game as a trial.

Piaget explains that children's play is not a meaningless activity, but quite the opposite, given that it has a plural and defined dimension within its own development. This theory understands the game as intellectual development, in addition to considering that it is an innate behavior that is inserted and remains throughout life, even when the individual is already an adult (Piaget, 1999).

And, finally, the game as a social development. Vygotsky refers to symbolic play by emphasizing that children transform some objects and turn them, with their imagination, into others that have a different meaning for them. The game thus becomes a space for relationships and social interaction (Vygotsky, 1978).

The use of gamification in classrooms is becoming more and more widespread. Gamification is used at educational levels not only for children, but also at Primary and higher levels, even at university. Gamification allows a series of advantages that must be taken into account as a complementary element to traditional and masterful teaching, taught by an expert teacher, which in no case can be replaced by this type of method. The ideal is to combine traditional education with gamification strategies, in such a way that a higher educational probability is achieved. It must also be clear that gamification must be developed in pursuit of a previously defined educational objective to motivate students and direct them towards it. It is important to note that if gamification is not done well, it can be more of a distraction than a complementary teaching method.

In summary, a series of emotional, cognitive and social benefits are attributed to gamification where the development of positive social relationships and the promotion of a feeling of integration are the main social benefits observed for gamification. Gamification allows generating significant learning in students, favoring the internalization of content, intensifying their motivation and involvement, making use of the score-reward-objective systems of the games. There are different tools that can be used in university environments that allow you to create exercises, tasks or establish rewards and badges, as well as monitor the daily work of students, in such a way that they advance in the tasks and exercises by testing their knowledge. In this way, it works with the reinforcement, support and academic improvement that helps to increase the interest of students in their learning and facilitates access to technology by teachers. Most of these tools are based on problem-based learning, which can be adapted to the content in each case while students learn by playing.