Estudio mixto sobre la gamificación y su efecto en la motivación: Metodologías participativas en el contexto universitario
[EN] The inclusion of participatory methodologies in the classroom that boost interaction between different educational agents and, consequently, mutual enrichment among students is one of the pedagogical axes promoted by current educational legislation. The adaptation of teaching-learning processes...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/213586 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/213586 |
| Access Level: | acceso abierto |
| Palabra clave: | Education Gamification Motivation Quantitative Qualitative Teaching training Educación Gamificación Motivación Cuantitativo Cualitativo Formación docente |
| Sumario: | [EN] The inclusion of participatory methodologies in the classroom that boost interaction between different educational agents and, consequently, mutual enrichment among students is one of the pedagogical axes promoted by current educational legislation. The adaptation of teaching-learning processes to the needs and interests of students is also a current pedagogical axe. Motivation is a factor linked to these educational demands, previously mentioned, which has been, and it continues being, the object of study in educational research. The present work aims to analyse the effect of Gamification methodology on the motivation of university students in their initial teacher training (N=95). It is a mixed quasi-experimental study, whose results, derived from the quantitative and qualitative analyses, show that motivation is significantly improved in university students. The added value of this research lies in the factors associated with this increase, such as playful mechanics like leader boards, dynamics like competition, peer interactions, the weekly introduction of new didactic strategies and changes in student grouping, among others. In addition, the study has added value because it is an example of Gamification of structure developed in a subject of initial teacher training that provides not only qualitative, but also quantitative evidence of the benefits of Gamification applied in the university context. |
|---|