Álvarez García, SergioGómez García, SergioCastellet Homet, AndreuGálvez de la Cuesta, María del CarmenGertrúdis Casado, María de CarmenMena Muñoz, SergioNavarro Sierra, NuriaSánchez Muñoz, GemaVarona Aramburu, DavidRodríguez- Moreno, KMontilla Rodríguez, Lucía2025-09-262025-09-262025Álvarez-García S, Gómez-García S, Castellet-Homet A, Gálvez-de-la-Cuesta MC, Gertrudis-Casado MC, Mena-Muñoz S, Navarro-Sierra N, Sánchez-Muñoz G, Varona-Aramburu D, Rodríguez-Moreno K, Montilla-Rodríguez L. From games to communication competence: a systematic review of the research on the impact of serious games in higher education. In: INTED2025 Proceedings. Valencia: IATED; 2025. p. 331-336. ISBN: 978-84-09-70107-0.10.21125/inted.202510.21125/inted.2025.0146https://hdl.handle.net/20.500.14352/124353This paper develops a literature review of the most recent research in the field of serious games in university education. As teaching moves towards more interactive and student-centered models, serious games have emerged as a promising tool to improve student motivation, competence acquisition and engagement. However, it is still necessary to evaluate to what extent the scientific literature has consolidated this approach and how successful experiences can be replicated in different educational contexts. The review seeks to answer the following research questions: - To what extent have serious games been shown to be effective in the development of cognitive and emotional competencies in communication learners? - Have the factors that contribute to the success or failure of the implementation of these games in different educational contexts, particularly in universities, been identified? To address these questions, a systematic literature review is conducted between 2010 and 2024, with a focus on the scientific production that presents quantitative or qualitative empirical results on the effectiveness of serious games. Research was located through relevant academic databases (e.g., EBSCO, Science Direct, Web of Science, Scopus, Dialnet or Google Scholar), using key terms such as “serious games”, “game-based learning” and “educational games”. Rigorous inclusion criteria are established: empirical studies on serious games applied to university teaching, focusing on learning outcomes, motivation and student interaction, with a special focus on (but not limited to) the communication domain. The analysis includes the classification of the studies according to the type of methodology used (randomized control, quasi-experimental, survey), as well as the contexts in which the serious games were applied. In addition, the main barriers and benefits identified in the implementation of these games are evaluated, such as development costs, curricular integration and orientation to the achievement of learning outcomes. This approach allows for an exhaustive comparative analysis of significant experiences in the use of serious games, establishing a clear frame of reference that facilitates the response to the research questions posed about the effectiveness of these games in working with competencies and skills linked to communication in higher education.El artículo presenta una revisión sistemática de la literatura científica sobre el uso de los serious games en la educación superior, con especial atención a la adquisición de competencias comunicativas. El estudio abarca publicaciones entre 2010 y 2024, seleccionadas a partir de bases de datos académicas internacionales (EBSCO, Scopus, Web of Science, ScienceDirect, Dialnet, Google Scholar). Los resultados evidencian que los juegos serios han demostrado ser eficaces para mejorar la motivación estudiantil, el aprendizaje activo y, de forma particular, las habilidades de comunicación oral, escrita y colaborativa. Se identifican los géneros de juegos más empleados —simulaciones, juegos de rol, estrategias y cuestionarios— y se subrayan las condiciones pedagógicas necesarias para que sean efectivos: realismo narrativo, dinámicas colaborativas, retroalimentación adaptativa y espacios de reflexión posterior. Asimismo, se destacan barreras como los costes de desarrollo, la integración curricular y la necesidad de evaluación longitudinal. En conclusión, la investigación constata que los serious games, cuando se diseñan e implementan con rigor pedagógico, constituyen una herramienta valiosa para fortalecer la competencia comunicativa en la universidad y fomentar metodologías activas de aprendizaje.engconference paperhttps://iated.org/inted/https://library.iated.org/publications/INTED2025https://library.iated.org/view/ALVAREZGARCIA2025FROrestricted access37.013Juegos seriosGame-based learningCompetencia comunicativaEducación superiorRevisión sistemáticaAprendizaje activoSerious gamesGame-based learningCommunicationSistematic Literature ReviewHigher EducationPedagogía58 Pedagogía