Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation promoting collaborative teamwork. aim this study was to analyze differences on intrinsic university students considering contextual variables when working specific contents through digital tools virtual gamified strategies. Nine hundred nineteen (18–21 years old) participated study. A descriptive cross-sectional performed four different variables: gender, language, subject nature academic degree. applications used were Kahoot Vevox assessed an adapted version context Intrinsic Motivation Inventory (IMI) Questionnaire. higher score for bachelor´s degree compared vocational training dimensions interest-enjoyment effort-importance, together with a lower level tension-pressure revealed. Only effort dimension between genders, being female. Practical subjects showed values interest, competence, effort, scores concerning tension-pressure. Finally, teaching Spanish revealed better all English, especially is practical. In line previous results, good levels used.