Impacto de una estrategia didáctica gamificada sobre el alumnado de una asignatura de Química universitaria
[EN] Gamification, as a pedagogical strategy, entails integrating game elements into educational contexts to enhance student engagement and motivation, making the learning experience more attractive and exciting. In response to an increasingly passive and demotivated student profile observed in a un...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| 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:10251/201397 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/201397 |
| Access Level: | acceso abierto |
| Palabra clave: | Gamificación Educación superior Rendimiento académico Motivación Asistencia Participación Estudio continuado Gamification Higher Education Academic performance Motivation Attendance Involvement Continuous study |
| Sumario: | [EN] Gamification, as a pedagogical strategy, entails integrating game elements into educational contexts to enhance student engagement and motivation, making the learning experience more attractive and exciting. In response to an increasingly passive and demotivated student profile observed in a university-level Chemistry course, this research investigates the impact of a gamified teaching strategy on attendance, participation, continuous study, motivation, and academic performance. The research methodology employed follows an applied approach with a descriptive and convergent mixed design, encompassing the collection of both quantitative and qualitative data through various ad hoc instruments integrated into the course's evaluation system over a semester. The findings indicate a positive effect on attendance and participation in classroom sessions, a notable commitment to continuous study, a high level of motivation, and a significant improvement in grades compared to the historical data of the preceding three years. The study concludes that the strategic integration of specific gamification components (such as coins, challenges, competitions, and rewards) into teaching and learning activities can be an effective approach also in a university-level Chemistry course to positively influence student behaviour and motivation, ultimately leading to enhanced academic performance in a university Chemistry course. |
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