Videojuegos para el desarrollo de competencias en Educación Superior

  1. María Caridad Sierra-Daza
  2. Marta Martín-del Pozo
  3. María Rosa Fernández Sánchez
Revista Fuentes

ISSN: 1575-7072 2172-7775

Year of publication: 2023

Volume: 25

Volume: 2

Pages: 228-241

Type: Article

More publications in: Revista Fuentes


SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.251
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 956/1438
  • Area: Sociology and Political Science Quartile: Q3 Rank in area: 707/1381
  • Area: Developmental and Educational Psychology Quartile: Q4 Rank in area: 274/349

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact: 0.710
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 68/232


  • Social Sciences: C

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 1.2
  • Area: Sociology and Political Science Percentile: 52
  • Area: Education Percentile: 35
  • Area: Developmental and Educational Psychology Percentile: 22

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Citation Indicator (JCI): 0.31
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 563/759


Video games are gaining more attention from educational research and their implementation in teaching practice. In this sense, video games can expand educational possibilities, among others, at the university level. That said, the main objective of this work is to obtain evidence from articles on the development of specific skills (instrumental, interpersonal and systematic) of Tuning Project with video games in Higher Education. Specifically, the skills developed following the division of the Tuning Project are analyzed, as well as the fields of knowledge of the university degrees. To do this, a systematic literature review of studies published in the last six years (from 2016 to 2021) on the use of video games for students’ skills development in Higher Education is carried out, guided by the PRISMA 2020 protocol. In this review, 62 articles are identified that collect findings on the use of video games for skills development in Higher Education. The results obtained reflect a predominance of studies focused on use of video games for the development of instrumental skills such as motivation. However, a lack of studies related to interpersonal skills is detected, such as the ability to work in an interdisciplinary team or to communicate with experts from other areas, both of which are fundamental in professional development.

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