Digital game-based learning (DGBL) and Gamification are emerging methodological
strategies in education. This research aims to analyze the effects on academic performance and
motivation after an experience combining DGBL and Gamification in university students. The
sample comprises 126 students, of whom 38 were in the experimental group. Three measurement
instruments have been used: an evaluative test to measure academic performance, the Questionnaire
on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with
three open-ended questions, which complement the measurement of motivation. This analysis is
conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha
level (new p = 0.017). The results show significant differences in academic performance between
the control and experimental groups. Motivation shows high values among all participants. No
significant differences were found between the two experimental subgroups when the competition
was added to the dynamics. In conclusion, the results of the present study support the gamified
DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide
valuable immediate feedback on students’ attempts, improvements in academic performance and a
high level of motivation
