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The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda.

A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles.

From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research.

There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.

En este documento se revisan los estudios sobre el uso de la realidad virtual (RV) y la Gamificación para involucrar a los estudiantes en la educación superior en marketing, se identifican los principales temas de investigación tratados, las lagunas de investigación y se sugiere una agenda futura de investigación.

Una revisión de la literatura basada en dos búsquedas en Web of Science (WOS) permitió identificar 115 artículos. La minería de textos se utilizó para realizar un análisis de texto completo de los artículos relacionados con RV y gamificación en la educación superior. Los autores también compararon las características más destacadas de los artículos.

A partir de este análisis, se encuentran y analizan cinco grandes temas de investigación: metodologías de enseñanza y educación, experiencia y motivación, compromiso de los estudiantes, aplicadas a la RV y la gamificación. Basándose en esto y siguiendo el marco del TCCM, el artículo proporciona una agenda futura de investigación.

No hay una revisión exhaustiva que explore los temas, las teorías, construcciones y métodos utilizados en estudios anteriores relativos a RV y gamificación aplicados a servicios de educación superior basados en todos los artículos publicados en revistas académicas. Esta revisión proporciona una panorámica más detallada y sugiere a los académicos nuevas líneas de trabajo para seguir desarrollando este campo de investigación.

Diversity is one of the main characteristics of modern societies. To be teachers and trainers, it is necessary to use all the tools to respond to students with diversified needs. Therefore, the main aim of this study is to review the scientific production in Web of Science (WOS) and SCOPUS of 1996-2019 on the application of Virtual reality in people with Autism Spectrum Disoders (ASD) for the improvement of social skills.

For this purpose, two databases have been used: The Web of Science (WOS) and SCOPUS from the advanced search tab. After applying the search terms, 267 documents were obtained which were analysed according to a series of indicators.

The results indicate that the period 2016-2019 was the most productive and that SCOPUS has a focus on conferences and WOS is intended for journals. Furthermore, in SCOPUS, there are journals with higher quartiles (Q1) than in WOS. The study shows the great importance of virtual reality in people with ASD and its recent dissemination.

Currently, to the best of the authors’ knowledge, there are no studies on the use of virtual reality in people with ASD using bibliometric indicators. The study allows us to know which databases publish higher quality research. Likewise, information can be obtained about the most productive centres and the most important authors on the subject.

This research has three main objectives. First, it examines influence of gamification on the behavioral intention to use an e-commerce platform. Second, it analyzes the role of the flow state given its importance in terms of behavior in online environments. Finally, the study aims to detect and analyze differences between Millennials and Generation X.

The theoretical basis for this study stems from technology acceptance model. The extended model incorporates gamification and the optimal state of intrinsic motivation, flow state, as additional constructs. An online consumer panel was used to collect data from 253 Spanish Amazon users. A structural equation modeling, partial least squares, is proposed and multi-group moderation was studied.

Gamification in Millennials has positive and significant indirect effects on behavioral intention through the flow state. In the case of the Generation X, it has been detected that flow interferes in its perception of ease of use. The behavioral intention of using the Web page is directly correlated with the purchase intention. Companies should offer a fun interface to Millennials and an environment easier to use to the Generation X, for gamification to be successful.

This study expands the research scope in gamification by focusing on e-commerce sector, a field where scientific research is still scarcely developed. It emphasizes the importance of flow as mediator. Age differences confirm the need for segmentation when applying gamification and marketing strategies in e-commerce.

The purpose of this paper is to understand the current relationship between factors such as desire and viability and entrepreneurial intention, using the Business Event Model as a point of analysis, as well as to understand the influence of gender as a moderating effect on entrepreneurial intention.

A total of 278 students from the Faculty of Education Sciences (University of Seville) were invited to participate with students carrying out degrees in Physical Activity and Sport Sciences.

There is a positive and similar relationship between desire and viability due to gender-related reasons. In the same way, this study presents a positive relationship in men and women, between desire and viability, desire and entrepreneurial intention and viability and entrepreneurial intention.

The public policies of the university should be oriented to the promotion of the desire perceived in women, carrying out sessions or training courses, where the speakers could be women leaders of companies. In addition, public policies should promote the perceived viability of men through training by providing technical resources on the operation of a company.

This study provides theoretical knowledge on the entrepreneurial intentions of students at the University of Seville and therefore may help to improve policies aimed at promoting entrepreneurship.

This study provides clear practical implications for the management of students, and the findings facilitate the improvement of university policies designed to promote entrepreneurship in this type of student.

In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills.

The method implemented follows the principles of action research.

The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades.

This paper presents an innovation proposal that aims to observe how students acquire more competences.

The purpose of this paper is to present a project called EmprendeSport, whose aim is to increase knowledge in entrepreneurship and sports in students, professors and professionals through seminars carried out from 2015 to 2018. This study summarises the experience and data extracted throughout these seminars with the purpose of helping to design policies that stimulate business activity of the universities that seek to promote entrepreneurial spirit within a higher educational context.

This is a descriptive paper of the experiences of the seminars done during four years, with a regularly assistance of 200 people. The profile of the assistants was, mainly males, studying a degree on sports or entrepreneurship and working.

There is a lack of knowledge and interest in entrepreneurship. The realisation of the seminar resulted to be a useful incentive for the public to develop new ideas to innovate in their daily lives, some of them also, because of the seminar through of creating their own business. From the organisation perspective, in order to increase the entrepreneurial culture between the females.

The main contribution of this document could be to help design policies that stimulate business activities of universities and, therefore, stimulate their contribution to the development of the modern knowledge economy.

This paper aims to show that the use of technological tools such as augmented reality (AR) and its integration in the education system through gamification offers better learning results when compared with traditional education.

Through the implementation of the Leap Motion Controller in English classes of the first and third grades at the I.E.D. Técnico Industrial de Tocancipá, the authors compared the appropriation of topics in groups that received the class in the traditional way and groups that were introduced to the Leap Motion Controller as a pedagogical tool. A statistical and comparative analysis was performed on the results obtained for each group.

It was concluded that the use of technological tools has a positive impact in terms of educational performance and learning, giving better results than traditional education; in addition, students showed great empathy with the AR tool. On the other hand, there were limitations to just having a Leap Motion Controller device, which prevented the student experience was even more didactic; based on this, for future research, factors such as the size of the population and the amount of available resources will be taken into account to achieve better results.

The importance of this paper lies in the little research that has been done in Colombia regarding the introduction of AR and other emerging technologies as pedagogical tools, turning the present findings into a base to go deeper into the field and to prove that it is possible to introduce successfully this type of technology in the education.