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      Efectos de la gamificación en la motivación y el aprendizaje Translated title: Effects of gamification on motivation and learning Translated title: Efeitos da gamificação na motivação e aprendizagem

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          Abstract

          RESUMEN Los efectos de la implementación de las actividades con gamificación brindan experiencias y estrategias adecuadas para optimizar la motivación y el aprendizaje de los estudiantes de educación básica. En tal sentido, el objetivo del presente artículo es identificar las estrategias y aportes de los efectos de la gamificación en la motivación y aprendizaje. La metodología aplicada para la recolección de la literatura fue por medio de la revisión sistemática. Para ello se seleccionaron 27 artículos publicados en los resultados de búsquedas en las bases de datos de Scielo, Scopus y Web of Science, los cuales fueron desarrollados entre el 2020 al 2022. La revisión de la literatura permitió concluir que la gamificación repercute significativamente en la motivación y el aprendizaje de los estudiantes, alcanzando mejores resultados cuando se complementan con otras estrategias y elementos adicionales al uso de insignias, puntos y tablas de clasificación.

          Translated abstract

          ABSTRACT The effects of the implementation of activities with gamification provide adequate experiences and strategies to optimize the motivation and learning of basic education students. In this sense, the objective of this article is to identify the strategies and contributions of the effects of gamification on motivation and learning. The methodology applied for the collection of the literature was by means of systematic review. For this purpose, 27 articles published in the results of searches in the Scielo, Scopus and Web of Science databases were selected, which were developed between 2020 and 2022. The literature review allowed us to conclude that gamification has a significant impact on student motivation and learning, achieving better results when complemented with other strategies and elements in addition to the use of badges, points and leaderboards.

          Translated abstract

          RESUMO Os efeitos da implementação de atividades de gamificação proporcionam experiências e estratégias adequadas para otimizar a motivação e o aprendizado dos alunos da educação básica. Nesse sentido, o objetivo deste artigo é identificar as estratégias e as contribuições dos efeitos da gamificação na motivação e na aprendizagem. A metodologia aplicada para a coleta de literatura foi por meio de uma revisão sistemática. Para tanto, foram selecionados 27 artigos publicados nos resultados das buscas nas bases de dados Scielo, Scopus e Web of Science, desenvolvidas entre 2020 e 2022. A revisão da literatura nos permitiu concluir que a gamificação tem um impacto significativo na motivação e na aprendizagem dos alunos, obtendo melhores resultados quando complementada com outras estratégias e elementos além do uso de emblemas, pontos e placares de líderes.

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          Most cited references40

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          Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

          Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.
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            Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education

            Purpose This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education. Method The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature. Results On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way. Discussion/Conclusion Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.
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              Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain

              One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork.
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                Author and article information

                Journal
                hrce
                Horizontes Revista de Investigación en Ciencias de la Educación
                Horizontes Rev. Inv. Cs. Edu.
                CET-BOLIVIA (La Paz, , Bolivia )
                2616-7964
                June 2023
                : 7
                : 29
                : 1399-1410
                Affiliations
                [1] Lima orgnameUniversidad César Vallejo Peru
                Article
                S2616-79642023000301399 S2616-7964(23)00702901399
                10.33996/revistahorizontes.v7i29.600
                89815299-bdf4-4896-8abc-082f27d74547

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 17 August 2022
                : 05 September 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 40, Pages: 12
                Product

                SciELO Bolivia

                Categories
                ARTÍCULOS DE REVISIÓN

                Estratégias,Learning,Gamification,Motivation,Strategies,Aprendizaje,Gamificación,Motivación,Estrategias,Aprendizagem,Gamificação,Motivação

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