Diseño de relatos gamificados con realidad aumentada en la formación inicial docente
[EN] This study is the result of a funded research project focusing on Gamified Stories with Augmented Reality for enhancing the competencies of students doing undergraduate and master’s degrees in education. It used a quantitative, descriptive, correlational, inferential methodology to assess the p...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| 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:10251/191239 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/191239 |
| Access Level: | acceso abierto |
| Palabra clave: | Digital storytelling Gamification Augmented reality Digital competence Didactic competence Creative competence Socio-collaborative competence Teacher training Relatos digitales Gamificación Realidad aumentada Competencia digital Competencia didáctica Competencia creativa Competencia socio-colaborativa Formación del profesorado |
| Sumario: | [EN] This study is the result of a funded research project focusing on Gamified Stories with Augmented Reality for enhancing the competencies of students doing undergraduate and master’s degrees in education. It used a quantitative, descriptive, correlational, inferential methodology to assess the participants’ (N=62) competency levels demonstrated through their gamified, augmented stories. The ad hoc designed instrument (α=0.971) has 32 indicators for assessing the students’ digital, didactic, creative, and sociocollaborative competencies, along with their gamification skills. The gamified stories the students designed indicated that they had moderate-high levels of competencies. The highest scores were in didactic and digital competencies, associated with proper use of technology and incorporating it appropriately into the curriculum. The students’ creations showed their skills in combining narrative plots with the mechanics, dynamics, and aesthetics of games, and demonstrated high levels of creative skills. There was a strong correlation between the competencies involved in the design of the gamified augmented stories. Multiple linear regression analysis indicated that didactic and creative competencies significantly predicted the results of digital competencies. In addition, many of the competency indicators explain the students’ gamification skills (R2 =0.974). In conclusion, this project was an opportunity for future teachers to practice their skills using active methodologies, digital resources, and augmented reality to create gamified stories. |
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