## 1 Introduction
### Gamified Game-Based Learning and Motivation  
In the educational context, motivation is considered one of the critical factors leading to academic success [45; 46]. Regarding types of motivation, the most traditional distinction, the self-determination theory [47], distinguishes intrinsic motivation, extrinsic motivation and demotivation. Intrinsic motivation drives activities for genuine individual interest and satisfaction, while extrinsic motivation refers to doing an activity for some separable outcome rather than for inherent enjoyment [47]. Conversely, demotivation is the lack of a volitional impulse to engage in any activity [48]. That does not originate from a self-determined motivation [49]. One element related to motivation is Flow, described as intense concentration or absolute absorption in an activity [14]. In educational contexts, high flow levels in exercises have been shown to promote optimal learning experiences [50; 51]. Different studies show the positive impact of GBL on student motivation [52; 53; 54]. According to [55] and the author's self-determination theory, intrinsic motivation increases engagement and performance more effectively than extrinsic motivation. When learners enjoy the internal logic [18] or the dynamics of the game, learning is experienced as an enjoyable situation, so intrinsic motivation increases [56]. Using the mechanics of how games work, such as levels, points, leaderboards and a competitive environment, can increase students' external and internal motivation to participate in these learning situations. Intrinsic motivation is associated with Flow, motivation for learning and engagement with an activity so that the game would be a successful motivational enhancer [57]. Another critical concept is academic motivation, which drives, leads, sustains effort, activates cognitive resources for learning and has intrinsic and extrinsic reinforcers [58; 59]. The study of [60] reported that most articles describe positive motivational outcomes, with significantly higher participation in activities and forums, increased attendance and downloading of material. From a similar perspective, [61] implemented an experiment using the DGBL, obtaining significantly positive results in the motivation variable, specifically in the confidence level. On the other hand, it was also experimented [62] with video-based games, which positively affected learners' intrinsic motivation. In contrast to previous studies it was found that there were no significant variations in intrinsic motivation after applying Gamification in the classroom [40]. One aspect to consider is the degree of specificity when assessing motivation for the subject studied, as they did [63] obtained nonsignificant motivational results when applying a GBL methodology on the mobile phone. According to [64], there is currently a gap between learning models and the expectations of our education systems. So there is a need to adapt to new trends. Therefore, some studies recommend focusing on learning and emotional materials that promote active roles and interactions to make learning more motivating [65]. Furthermore [66] believes that active participation of students in their learning process is more critical for developing motivational skills [67], experiences and academic performance [68]. The systematic literature review in [42] identified several benefits of game-based learning, such as improved motivation, attitude, perceived learning and student performance. As some authors have shown in their studies, GBL or Gamification provides higher motivation and academic performance than a traditional educational approach [69; 70; 71]. Considering the wide range of effects of DGBL and Gamification and the theoretical framework of reference, this paper posed three research questions (RQ) related to the object of study:  
RQ1: Are there significant differences between gamified DGBL and a traditional educational methodology on students' academic performance?