Gamification for Student Mental Well-Being

This chapter presents the development of a gamification proposal, whose methodological design aims to address one of the identified needs among students at the Tecnológico Superior de Jalisco, Chapala campus. This need is closely linked to the personal and academic consequences experienced by students when indicators of emotional health issues—such as anxiety, depression, and behaviors associated with procrastination—are identified or manifested. A key actor in fostering interest and engagement in the gamification process is the teacher, who guides students to approach this space as one that, among other core areas, seeks to provide orientation, emotional support, facilitate communication and trust, and, given its integral nature, incorporate functions such as biofeedback and practical tools to promote emotional well-being.