In the framework of continuous improvement of university education, the corresponding bodies are attentive to the good practices detached by the agents that comprise them. In this study, gamification in the mathematics learning process is described from the perspective of 286 students identified by non-probabilistic intentional sampling. Under these arguments, the methodology of the study is non-experimental, descriptive ex-post-facto level; the data for the analysis were collected in two stages: first moment in an instantaneous way to be able to perceive directly the gamification in the learning of mathematics through the Mentimenter tool; in second moment, the questionnaire was applied with 33 items composed of three dimensions: dynamics, mechanics and component from the contributions of Kevin Werbach. The results attributed to the study show that gamification, from the student's perspective, is a dynamic tool for the learning of previous concepts of Basic Mathematics and Mathematical Complements in the first academic semesters; in addition, the teacher plays the role of facilitator and the student responsibly manages his space and learning environment.

Gamification, Learning, Mathematics, University Students