Innovative instructional courses in university-level distance learning are key to improving the quality of education, due to their great ability to facilitate higher education to students with mobility limitations or problems in reconciling their professional and academic activity. However, university distance education presents a great challenge: students often feel lost, have issues with the technology, and experience lack of engagement. All these factors, among others, can result in increased dropout rates or lack of understanding and commitment. This is the context that provides the framework for the project we set out here, and whose goal is to design and analyse a gamification model for university-level distance learning, where game choice is based on skill type and the learning objectives to be attained. Using gamification does not guarantee success, as the results in terms of dropout and interaction will depend on how it is undertaken. We addressed this question via an exhaustive prior analysis, which guided the subsequent experimental design, and has allowed us to assess, through analysis of real experiments which reveal the lessons learned, its effectiveness in different areas of study and types of subject The method followed in our model is based on the application of gamification techniques in 4 subjects from different fields of knowledge. The total sample was made up of 150 students and the results were compared with those obtained in the previous course without applying the model. This gives interesting results with respect to aspects that might be linked to encouraging interactivity or permanence in distance university students, such as an increase in interaction with students in the classroom, and training resources, a decrease in the dropout rate, an increase in the number of passes, and developmental achievement in creative problems. It thereby satisfies the goals set out for the research and offers the first clues as to how to continue work on the most important points.

大学级远程学习中的创新性教学课程是提高教育质量的关键，因为它们具有极大的能力为行动不便或在调和专业和学术活动方面存在问题的学生提供便利的高等教育。但是，大学远程教育提出了一个巨大的挑战：学生经常感到迷路，对技术有疑问并且缺乏参与的经验。所有这些因素以及其他因素可能导致辍学率增加或缺乏理解和投入。这是为我们在此提出的项目提供框架的背景，其目标是设计和分析大学水平的远程学习的游戏化模型，其中游戏的选择取决于技能类型和要达到的学习目标。使用游戏化并不能保证成功，因为辍学和互动的结果将取决于如何进行游戏化。我们通过详尽的先前分析解决了这个问题，该分析为后续的实验设计提供了指导，并且使我们能够通过对真实实验进行分析来评估其经验教训，以评估其在不同研究领域和学科类型中的有效性。我们的模型基于游戏化技术在来自不同知识领域的4个主题中的应用。总样本由150名学生组成，并将结果与​​在不应用模型的情况下与上一课程中获得的结果进行比较。在某些方面可能会产生有趣的结果，这些方面可能与鼓励远程大学生的互动性或持久性有关，例如与课堂上与学生的互动增加以及培训资源，辍学率降低，通过次数增加以及创造性问题的发展成就。因此，它满足了为研究设定的目标，并提供了有关如何继续在最重要的方面继续工作的第一条线索。