Aprendizaje autorregulado y gamificación en educación superior: propuesta de un modelo de análisis
The aim of this work is to suggest a conceptual analysis model that tests how appropriate it is to consider gamification as a contextual variable for incentivising the process of academic self-regulation. It offers a proposal that shows the synergies offered by combining two lines of research that u...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad Rey Juan Carlos |
| Repositorio: | BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos |
| OAI Identifier: | oai:burjcdigital.urjc.es:10115/27408 |
| Acceso en línea: | https://hdl.handle.net/10115/27408 |
| Access Level: | acceso abierto |
| Palabra clave: | self-regulated learning gamification educational environment learning method |
| Sumario: | The aim of this work is to suggest a conceptual analysis model that tests how appropriate it is to consider gamification as a contextual variable for incentivising the process of academic self-regulation. It offers a proposal that shows the synergies offered by combining two lines of research that until now have been studied in isolation and it also considers variables that affect self-regulation (cognitive, motivational, and behavioural) as being dependent on the context variable. In addition, the approach developed in this work can help the teaching community consider the task of creating gamified environments in the classroom as an effective option for encouraging self-regulation. Therefore, it presents teachers with the challenge of creating an active, positive, and participative environment (Boekaerts & Cascallar, 2006; Martín, 2012) that enables students to find the best way of learning. The theoretical model proposed is the result of a solid literature review that has made it possible to identify the appropriate variables and the relevant propositions to be able to test it in future research. |
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