Gamification allows students through games to be protagonists of their own learning, this work describes the experience of engaging students in the learning teaching process by using technology tools to implement a Virtual Classroom that together with the Gamification Methodology seeks to improve the interest of students in the subject of Hardware and Communication Networks of the professional school of Education Sciences, mathematical physical specialty of the National University of San Agustín de Arequipa, a sequence is proposed that involve the activities planned during a semester with the use of the virtual platform (virtual classroom), through the selection of activities that achieve the interest of students and Integrating technological tools that allow active and fun participation, this sequence is applied to 35 students of VIII Semester. After applying the proposed sequence, an improvement in the notes obtained compared to previous semesters was obtained and there is greater interest in the contents of the subject, in conclusion, it can be said that the sequence raised in this experience contributed positively to the objectives set by the teacher as a positive acceptance of the activities carried out is evident and the transformation of classes stays to active participations of the students is evident.

Project-Based Learning where the student is the protagonist of his own learning, the present work aims to describe the experience carried out in the course Software Engineering Project 2 of the professional school of Systems Engineering at the National University of San Agustín de Arequipa, a sequence of activities is designed that contributes to the success of the projects developed, supported by the PMI guide and with a high impact on the use of tools, as a result there is a significant increase in student performance, the projects developed meet the requirements posed by the end users, the integration of a course for the same project was achieved, the participation of the private company was achieved to demonstrate the experiences developed in each of the projects and a good percentage of acceptance by students was achieved in the activities developed in the experience described. It is concluded that the application of the proposed sequence demonstrates the teamwork of the students, integrating more than one course into the project achieved better results of project progress compliance, and improving student performance.