Abstract
This research is oriented to the study of university teachers as a fundamental part of the teaching-learning process. To this end, an exploratory study is carried out in the Ecuadorian, Spanish and Mexican context through a sample of 260 teachers from both public and private universities of Social Sciences and Humanities with the objective of identifying the level of knowledge of teachers about gamification, subdividing the analysis into two macro-dimensions: generalities and pragmatic application. The results show that teachers in higher education institutions have more pragmatic than conceptual knowledge about gamification. Similarly, it was shown that teachers in public universities have more instruction about gamification than those in private universities.
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