This study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically significant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students' overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-first century professionals.

本研究旨在通过测试将游戏化引入主动学习设置在多大程度上影响二十多岁数字社会工作场所所要求的技能发展，从而研究是否有可能使数字社会，学术界和学生对高等教育的兴趣相匹配一世纪，学术界声称其学术成就标准，以及学生对学习过程的满意程度。我们的研究结果提供了具有统计意义的经验证据，结论是，产生了一种共同创造的，充满活力的游戏体验，可以支持学生的整体价值创造，从而产生令人满意的积极学习环境，而又不损失任何学业成就，并且可以发展一系列技能，特别是与二十一世纪的专业人士有关。