Edutainment, Gamification and Nutritional Education: An Analysis of Its Relationship With The Perception of Organizational Culture in Primary Education
The application of edutainment and gamification resources as complementary methodologies allows to reinforce and facilitate the internalization of learning, although there are hardly any studies that relate its use to the organizational culture of educational establishments. This research aims to as...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Burgos (UBU) |
| Repositorio: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:riubu.ubu.es:10259/7858 |
| Acceso en línea: | http://hdl.handle.net/10259/7858 |
| Access Level: | acceso abierto |
| Palabra clave: | Edutainment Gamification Foodball Eating habits Educational technology Active learning Organizational culture Educación Nutrición Enseñanza primaria Education Nutrition Education, Primary |
| Sumario: | The application of edutainment and gamification resources as complementary methodologies allows to reinforce and facilitate the internalization of learning, although there are hardly any studies that relate its use to the organizational culture of educational establishments. This research aims to assess the effectiveness of the Foodball gamification program, applied to nutritional education as a strategy for innovation and learning and, specifically, its relationship with the teacher perception of organizational culture in education. A transversal methodology was used with students between 7 and 10 years old (n = 185), and teachers (n = 55) from 14 public primary schools in Rome and Ostia (Italy). Ad hoc assessment scales and the Organizational Culture Inventory (OCI) were used in the collection of information. For the analysis of the data, descriptive and inferential tests were carried out. The results associate the potential of these resources with an active participation and motivation in the learning process, as well as with the internalization of the information. Likewise, the teachers who participated in the educational entertainment crossmedia format obtained higher scores in the perception of the organizational culture, revealing significant differences according to gender and the acceptance of error as a unit value, and age with the perception of innovation. It is concluded in the need to deepen in these results through the design of longitudinal studies on the use of gamification resources and its effective incidence in the organizational culture. |
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