In recent decades, higher education has undergone a significant transformation driven by technological advancements and the search for innovative pedagogical methodologies. In this context, gamification and digital games have emerged as two key approaches that integrate game design elements into educational environments, aiming to enhance motivation, engagement, and learning outcomes. However, each strategy entails different advantages, limitations, and challenges that warrant an analysis to assess their effectiveness and relevance in higher education.

This paper presents a comprehensive analysis of these two strategies. First, gamification is defined as the application of game mechanics and dynamics -such as points, levels, challenges, and rewards- to enrich educational experiences without turning the learning process into an actual game. Among its advantages, gamification stands out for its ability to increase students' intrinsic motivation, promote active participation, and encourage self-regulated learning. By integrating reward systems and immediate feedback, this technique can transform tasks considered routine or challenging into engaging and rewarding activities. Furthermore, its flexibility allows for application in a wide range of educational contexts. However, important limitations are also identified: gamification can lead to an excessively competitive approach, which could cause stress or demotivation in some students. Moreover, its implementation requires careful design and a deep understanding of students' needs. Finally, the effectiveness of gamification can decrease over time if the mechanics used are not updated and diversified periodically.

On the other hand, digital games are presented as comprehensive, standalone tools that integrate narrative, complex mechanics, and immersive environments explicitly designed to promote learning through gameplay. Their main strength lies in their ability to offer immersive and contextualized learning experiences. Through simulations, virtual environments, and interactive storytelling, digital games can support the comprehension of complex concepts, encourage critical thinking, and promote collaborative skills. Their intrinsic appeal helps to capture students' attention and sustain their interest over extended periods. However, creating or acquiring high-quality educational games can involve significant costs and require advanced technological resources. Additionally, their effective use in the classroom requires coherent integration with curricular objectives and appropriate teacher training. Another critical limitation is the risk that students may focus more on the entertaining aspects of the game rather than on achieving the intended learning outcomes.

Finally, this paper examines the effectiveness of both strategies in the higher education environment and some key indicators such as knowledge retention, the development of critical skills, and sustained motivation are analyzed. Preliminary results suggest that gamification tends to be more effective in short-term activities or in introducing new concepts, whereas digital games have a more significant impact on developing complex skills and problem-based learning. A comparison of both strategies reveals substantial differences in their implementation and scope. The study concludes with a critical reflection on the potential to combine both strategies to maximize their respective benefits and mitigate their inherent limitations.

Keywords: Game-based Learning, Gamification, Digital-Games, Flipped Teaching, ICT Skills Development, Active-Learning, Higher Education, Educational Research, Learning and Teaching Innovations.