BARRERAS EN LA IMPLEMENTACIÓN DE LA GAMIFICACIÓN EN EDUCACIÓN SUPERIOR: REVISIÓN DE LITERATURA

Lira Isis Valencia Quecano, David - Orellana Viñambres

Resumen


 

Resumen

El uso de gamificación ha ido en aumento en su utilización en las principales instituciones de superior, porque los profesores pueden utilizarla para mejorar sus técnicas de enseñanza y aprendizaje y, sobre todo, para optimizar los escenarios de aprendizaje. Así, el principal objetivo de este estudio es identificar las barreras subyacentes en la implementación de estrategias didácticas gamificadas en educación superior, que permitan una mayor comprensión en su aplicación y utilización que posibiliten acciones de mejora al momento de utilizar la gamificación como un recurso pedagógico. La metodología utilizada se basa en un enfoque sistematizado compuesto de cinco fases en el desarrollo investigativo a saber: búsqueda, evaluación, análisis, síntesis y presentación. Como resultado final se obtuvieron 101 artículos que sirvieron como insumo para la identificación de cinco barreras (tecnología, diseño de la estrategia gamificada, pedagogía, docente y estudiante) y 29 barreras específicas en la implementación de estrategias didácticas gamificadas en el nivel de la educación superior. En conclusión, se puede inferir la importancia de los procesos de capacitación y cualificación docente en competencias tecnológicas que posibilitan una adecuada aplicación de la gamificación por los docentes y el resto de los profesionales en su propio contexto de aprendizaje virtual, así como la comprensión holística a partir de las más recientes perspectivas sobre gamificación. Finalmente, se sugiere realizar investigaciones que permitan la identificación de nuevas barreras en países de origen y modalidades de educación, así como la obtención de datos especializados o del análisis de contenidos gamificados que complementen próximos estudios.

 


Palabras clave


Barrera; Educación Superior; Gamificación; Estrategia de Aprendizaje y Enseñanza.

Texto completo:

PDF

Referencias


Ab. Rahman, R., Ahmad, S. & Hashim, U.R. (2018). The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia. International Journal of Educational Technology in Higher Education, 15(1), 1 – 16. doi: http://dx.doi.org/10.1186/s41239-018-0123-0

Acosta-Gonzaga, E., & Walet, N. R. (2018). The role of attitudinal factors in mathematical on-line assessments: A study of undergraduate STEM students. Assessment & Evaluation in Higher Education, 43(5), 710-726. doi: https://doi.org/10.1080/02602938.2017.1401976

Adukaite, A., van Zyl, I., Er, Ş. & Cantoni, L. (2017). Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. Computers and Education, 111, 172-190. doi: http://dx.doi.org/10.1016/j.compedu.2017.04.008

Aguilar, S. J., Holman, C., & Fishman, B. J. (2015). Game-inspired design. Games and Culture, 13(1), 44-70. doi: https://doi.org/10.1177/1555412015600305

Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. doi: https://doi.org/10.1016/j.chb.2017.10.001

Alhammad, M. M., & Moreno, A. M. (2018). Gamification in software engineering education: A systematic mapping. The Journal of Systems & Software, 141, 131-150. doi: https://doi.org/10.1016/j.jss.2018.03.065

Antonaci, A., Dagnino, F. M., Ott, M., Bellotti, F., Berta, R., de Gloria, A., Lavagnino, E., Romero, M., Usart, M. & Mayer, I. (2015). A gamified collaborative course in entrepreneurship: Focus on objectives and tools. Computers in Human Behavior, 51, 1276-1283. doi: https://doi.org/10.1016/j.chb.2014.11.082

Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2018). Gamification: A key determinant of massive open online course (MOOC) success. Information & Management, 56(1), 39-54. doi: https://doi.org/10.1016/j.im.2018.06.003

Argueta, M. G., & Ramírez, M. S. (2017). Innovación en el diseño instruccional de cursos masivos abiertos con gamificación y REA para formar en sustentabilidad energética. Education in the Knowledge Society (EKS), 18(4), 75 – 96. doi: https://doi.org/10.14201/eks20171847596

Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality and Quantity, 52, 129-145. doi: http://dx.doi.org/10.1007/s11135-017-0597-1

Auvinen, T., Hakulinen, L. & Malmi, L. (2015). Increasing Students' Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges. IEEE Transactions on Learning Technologies, 8(3), 261-273. doi: https://doi.org/10.1109/TLT.2015.2441718

Barr, M. (2017). Video games can develop graduate skills in higher education students: A randomised trial. Computers & Education, 113, 86-97. doi: https://doi.org/10.1016/j.compedu.2017.05.016

Bellotti, F., Berta, R., De Gloria, A., Lavagnino, E., Antonaci, A., Dagnino, F., Ott, M., Romero, M., Usart, M. & Mayer, I. S. (2014). Serious games and the development of an entrepreneurial mindset in higher education engineering students. Entertainment Computing, 5(4), 357-366. doi: https://doi.org/10.1016/j.entcom.2014.07.003

Blevins, A.E., Kiscaden, E. & Bengtson, J. (2017) Courting Apocalypse: Creating a Zombie-Themed Evidence-Based Medicine Game. Medical Reference Services Quarterly, 36(4), 313-322. doi: http://dx.doi.org/10.1080/02763869.2017.1369239

Bovermann, K., Weidlich, J. & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), 1-17. doi: http://dx.doi.org/10.1186/s41239-018-0107-0

Buckley, P. & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162 – 1175. doi: https://doi.org/10.1080/10494820.2014.964263

Buckley, P. & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers and Education, 106, 43-55. doi: https://doi.org/10.1016/j.compedu.2016.11.009

Cain, J. & Piascik, P. (2015). Are serious games a good strategy for pharmacy education? American Journal of Pharmaceutical Education, 79(4), 1-6. doi: https://doi.org/10.5688/ajpe79447

Calabor, M. S., Mora, A., & Moya, S. (2018). Adquisición de competencias a través de juegos serios en el área contable: un análisis empírico. Revista de Contabilidad, 21(1), 38-47. doi: https://doi.org/10.1016/j.rcsar.2016.11.001

Canhoto, A.I. & Murphy, J. (2016). Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach. Journal of Marketing Education, 38(2), 98-106. doi: https://doi.org/10.1177/0273475316643746

Carvalho-Filho, M.A., Santos, T.M., Ozahata, T.M. & Cecilio-Fernandes, D. (2018). Journal Club Challenge: enhancing student participation through gamification. Medical Education, 52(5), 551-551. doi: http://dx.doi.org/10.1111/medu.13552

Castañeda, D.A. & Cho, M.-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204. doi: https://doi.org/10.1080/09588221.2016.1197950

Chang, C., Liang, C., Chou, P., & Lin, G. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227. doi: https://doi.org/10.1016/j.chb.2017.01.031

Chapman, J.R. & Rich, P.J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 314-321. doi: http://dx.doi.org/10.1080/08832323.2018.1490687

Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance. Computers & Education, 78, 66-77. doi: https://doi.org/10.1016/j.compedu.2014.05.005

Contreras, R. (2016). Juegos Digitales y Gamificación Aplicados en el Ámbito de la Educación. Revista Iberoamericana de Educación a Distancia, 19(2), 27-32. Recuperado de: http://revistas.uned.es/index.php/ried/article/view/16143 [Fecha de consulta: enero 16 de 2019].

Cózar-Gutiérrez, R. & Sáez-López, J.M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(1), 1-11. Recuperado de: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0003-4 [Fecha de consulta: enero 16 de 2019].

Cuesta-Cambra, U., Nino-González, J.I. & Rodríguez-Terceno, J. (2017). The cognitive processing of an educational app with electroencephalogram and ""eye tracking"”. Comunicar, 25(52), 41-50. doi: http://dx.doi.org/10.3916/C52-2017-04

Davis, K., Sridharan, H., Koepke, L., Singh, S. & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503. doi: http://dx.doi.org/10.1111/jcal.12254

de Freitas, A.A. & de Freitas, M.M. (2013). Classroom Live: A software-assisted gamification tool. Computer Science Education, 23(2), 186-206. doi: https://doi.org/10.1080/08993408.2013.780449

de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. doi: https://doi.org/10.1016/j.compedu.2014.01.012

de-Marcos, L., García-Cabot, A. & García-López, E. (2017). Towards the Social Gamification of e-Learning: a Practical, 1–14. International Journal of Engineering Education Recuperado de: https://portal.uah.es/portal/page/portal/epd2_profesores/prof23288/publicaciones/0PaperSocialGamificationv5.4_IJEE_preprint.pdf [Fecha de consulta: enero 17 de 2019].

de-Marcos, L., García-López, E., & García-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. doi: https://doi.org/10.1016/j.compedu.2015.12.008

Dias, J. (2017). Teaching operations research to undergraduate management students: The role of gamification.International Journal of Management Education, 15(1), 98-111. doi: https://doi.org/10.1016/j.ijme.2017.01.002

Dicheva, D., Dichev, C., Agre, G. & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18 (3), 75 - 88. Recuperado de: https://www.jstor.org/stable/jeductechsoci.18.3.75 [Fecha de consulta: enero 17 de 2019].

Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. doi: https://doi.org/10.1016/j.chb.2018.09.022

Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213-226. doi: https://doi.org/10.1016/j.compedu.2018.02.007

Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. doi: https://doi.org/10.1016/j.compedu.2017.06.016

Domínguez, A., Sáenz, J., de-Marcos, L., Fernández, L., Pagés, C., & Martínez, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi: https://doi.org/10.1016/j.compedu.2012.12.020

Entertainment Software Association (2018). Essential Facts About tha Computer and Video Game Industry. Massachusetts: Entertainment Software Association. Recuperado de: http://www.theesa.com/about-esa/essential-facts-computer-video-game-industry/ [Fecha de consulta: febrero 4 de 2019].

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67(67), 156-167. doi: https://doi.org/10.1016/j.compedu.2013.02.019

Fotaris, P., Mastoras, T., Leinfellner, R. & Rosunally, Y. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. Electronic Journal of e-Learning, 14(2), 94-110. Recuperado de: https://www.researchgate.net/publication/293816223_Climbing_Up_the_Leaderboard_An_Empirical_Study_of_Applying_Gamification_Techniques_to_a_Computer_Programming_Class [Fecha de consulta: enero 17 de 2019].

Gallegos, C., Tesar, A. J., Connor, K., & Martz, K. (2017). The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study. Nurse Education in Practice, 27, 101-106. doi: https://doi.org/10.1016/j.nepr.2017.08.019

Ge, Z. (2018). The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance. Computers & Education, 126, 143-152. doi: https://doi.org/10.1016/j.compedu.2018.07.009

Geelan, B., de Salas, K., Lewis, I., King, C., Edwards, D. & O'mara, A. (2015). Improving learning experiences through gamification: A case study. Australian Educational Computing, 30(1). 1-21. Recuperado de: http://journal.acce.edu.au/index.php/AEC/article/view/57 [Fecha de consulta: enero 18 de 2019].

Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219. doi: https://doi.org/10.1111/j.1365-2729.2012.00489.x

Goehle, G. (2013). Gamification and Web-based Homework. PRIMUS, 23(3), 234-246. doi: https://doi.org/10.1080/10511970.2012.736451

Gómez-Urquiza, J.L., Gómez-Salgado, J., Albendín-García, L., Correa-Rodríguez, M., González-Jiménez, E. & Cañadas-De la Fuente, G.A. (2019). The impact on nursing students’ opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education Today, 72, 73-76. doi: http://dx.doi.org/10.1016/j.nedt.2018.10.018

Grant, M. J. & Booth, A. (2009) A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26. 91-108. doi: https://doi.org/10.1111/j.1471-1842.2009.00848.x

Guin, T. D., Baker, R., Mechling, J., & Ruyle, E. (2012). Myths and realities of respondent engagement in online surveys.International Journal of Market Research, 54(5), 613-633. doi: https://doi.org/10.2501/IJMR-54-5-613-633

Gutiérrez, R., Montilla, H. & Chaparro, R. (2018). Una reflexión sobre el uso de aulas virtuales en educación. Sánchez, C., Avendaño, H., Sierra, M., Lara, J., Collazos, C., Montaño, D., Alfonso, B., Rodríguez, J., y Torres, A. (ed.) Innovación en la educación basada en las TIC. 1-77. Bogotá: Manuela Beltrán.

Hakulinen, L., Auvinen, T. & Korhonen, A. (2015). The effect of achievement badges on students' behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning, 10(1), 18-29. doi: http://dx.doi.org/10.3991/ijet.v10i1.4221

Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469-478. doi: https://doi.org/10.1016/j.chb.2015.03.036

Hamzeh, F., Theokaris, C., Rouhana, C. & Abbas, Y. (2017). Application of hands-on simulation games to improve classroom experience. European Journal of Engineering Education, 42(5), 471-481. doi: http://dx.doi.org/10.1080/03043797.2016.1190688

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. doi: https://doi.org/10.1016/j.compedu.2014.08.019

Heinrich, E., Milne, J. & Moore, M. (2009). An investigation into E-tool use for formative assignment assessment – status and recommendations. Journal of Educational Technology & Society, 12(4), 176-192. Recuperado de: https://www.jstor.org/stable/jeductechsoci.12.4.176 [Fecha de consulta: enero 18 de 2019].

Hernández, I., Monroy, A., & Jiménez, M. (2018). Aprendizaje mediante Juegos basados en Principios de Gamificación en Instituciones de Educación Superior. Formación Universitaria, 11(5), 31-40. Recuperado de: https://scielo.conicyt.cl/scielo.php?script=sci_abstract&pid=S0718-50062018000500031&lng=es&nrm=iso&tlng=es [Fecha de consulta: enero 18 de 2019].

Hew, K.F., Huang, B., Chu, K.W.S. & Chiu, D.K.W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers and Education, 92-93, 221-236. doi: https://doi.org/10.1016/j.compedu.2015.10.010

Hodgson, P., & Pang, M. Y. C. (2012). Effective formative e-assessment of student learning: A study on a statistics course.Assessment & Evaluation in Higher Education, 37(2), 215-225. doi: https://doi.org/10.1080/02602938.2010.523818

Hooshyar, D., Ahmad, R. B., Yousefi, M., Fathi, M., Horng, S., & Lim, H. (2016). Applying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skills. Computers & Education, 94, 18-36. doi: https://doi.org/10.1016/j.compedu.2015.10.013

Hu, P. J., & Hui, W. (2012). Examining the role of learning engagement in technology-mediated learning and its effects on learning effectiveness and satisfaction. Decision Support Systems, 53(4), 782-792. doi: https://doi.org/10.1016/j.dss.2012.05.014

Huang, B. & Hew, K.F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers and Education, 125, 254-272. doi: http://dx.doi.org/10.1016/j.compedu.2018.06.018

Huang, W. D., Johnson, T. E., & Han, S. C. (2013). Impact of online instructional game features on college students’ perceived motivational support and cognitive investment: A structural equation modeling study. The Internet and Higher Education, 17, 58-68. doi: https://doi.org/10.1016/j.iheduc.2012.11.004

Huang, W., Huang, W., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797. doi: https://doi.org/10.1016/j.compedu.2010.03.011

Hung, A.C.Y. (2017). A critique and defense of gamification. Journal of Interactive Online Learning, 15(1), 57-72. Recuperado de: https://www.researchgate.net/publication/317975418_A_critique_and_defense_of_gamification [Fecha de consulta: enero 18 de 2019].

Ibáñez, M., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301. doi: https://doi.org/10.1109/TLT.2014.2329293

Kinio, A.E., Dufresne, L., Brandys, T. & Jetty, P. (2019). Break out of the Classroom: The Use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education. Journal of Surgical Education, 76(1), 134-139. doi: http://dx.doi.org/10.1016/j.jsurg.2018.06.030

Kirillov, A.V., Vinichenko, M.V., Melnichuk, A.V., Melnichuk, Y.A. & Vinogradova, M.V. (2016). Improvement in the learning environment through gamification of the educational process. Mathematics Education, 11(7), 2071-2085. Recuperado de: http://www.iejme.com/article/improvement-in-the-learning-environment-through-gamification-of-the-educational-process [Fecha de consulta: enero 21 de 2019].

Kopcha, T.J., Ding, L., Neumann, K.L., Choi, I. (2016). Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach. TechTrends, 60(1), 62-69. doi: http://dx.doi.org/10.1007/s11528-015-0018-z

Kuo, M., & Chuang, T. (2016). How gamification motivates visits and engagement for online academic dissemination – an empirical study. Computers in Human Behavior, (55), 16-27. doi: https://doi.org/10.1016/j.chb.2015.08.025

Kyeswki, E. & Krämer, N.C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37 doi: https://doi.org/10.1016/j.compedu.2017.11.006

Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the technology-enhanced training effectiveness model. Computers in Human Behavior, (71), 499-507. doi: https://doi.org/10.1016/j.chb.2015.07.031

Law, K. M. Y., Lee, V. C. S., & Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218-228. doi: https://doi.org/10.1016/j.compedu.2010.01.007

Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170. doi: https://doi.org/10.1080/14682753.2015.1041807

Llorens, F., Gallego, F. Villagrá, C., Compañ, P., Satorre, R. y Molina, R. (2016). Gamificación del Proceso de Aprendizaje: Lecciones Aprendidas. Revista VAEP-RITA. l4. (1), 25-32. Recuperado de: http://repositorio.grial.eu/handle/grial/676 [Fecha de consulta: enero 21 de 2019].

Martí, J., Galbis, A., & Miquel, M. J. (2018). Students' attitude towards the use of educational video games to develop competencies. Computers in Human Behavior, (81), 366-377. doi: https://doi.org/10.1016/j.chb.2017.12.017

Montes-González, J. A., Ochoa-Angrino, S., Baldeón-Padilla, D. S. y Bonilla-Sáenz, M. (2018). Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales. Educación y Educadores, 21(3), 388-408. doi: https://doi.org/10.5294/edu.2018.21.3.2

Mora, A., Riera, D., González, C. & Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29(3), 516-548. doi: https://doi.org/10.1007/s12528-017-9150-4

Nebel, S., Schneider, S., Beege, M., & Rey, G. D. (2017). Leaderboards within educational videogames: The impact of difficulty, effort and gameplay. Computers & Education, (113), 28-41. doi: https://doi.org/10.1016/j.compedu.2017.05.011

Olsson, M., Mozelius, P.& Collin, J. (2015). Visualisation and gamification of e-Learning and programming education. Electronic Journal of e-Learning, 13(6), 441-454. Recuperado de: https://eric.ed.gov/?id=EJ1087309 [Fecha de consulta: enero 21 de 2019].

Oxford Analytica (2016). Gamification and the Future of Education. Reino Unido.: Oxford Analytica. Recuperado de: https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6 [Fecha de consulta: febrero 5 de 2019].

Pérez, I.J., Rivera, E. & Trigueros, C. (2017). “La profecía de los elegidos”: un ejemplo de gamificación aplicado a la docencia universitaria. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 17(66), 243-260. Recuperado de: https://doi.org/10.15366/rimcafd2017.66.003

Pettit, R.K., McCoy, L., Kinney, M. & Schwartz, F.N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology Approaches to teaching and learning BMC. Medical Education, 15(1), 1-15. doi: https://doi.org/10.1186/s12909-015-0373-7

Piñeiro, T. & Costa, C. (2015). ARG (juegos de realidad alternativa). contribuciones, limitaciones y potencialidades para la docencia universitaria. Comunicar, 22(44), 141-148. doi: https://doi.org/10.3916/C44-2015-15

Poondej, C. & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase student engagement in learning. Australian Educational Computing, 31(2), 1-16. Recuperado de: https://www.semanticscholar.org/paper/The-development-of-gamified-learning-activities-to-Poondej-Lerdpornkulrat/d6921ac0724ee4554a9f2e0de566521c8a311f21 [Fecha de consulta: enero 22 de 2019].

Reid, A., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377-398. doi: https://doi.org/10.1007/s40692-015-0042-1

Rutledge, C., Walsh, C.M., Swinger, N., Auerbach, M., Castro, D., Dewan, M., Khattab, M., Rake, A., Harwayne-Gidansky, I., Raymond, T.T., Maa, T. & Chang, T.P. (2018). Gamification in action: Theoretical and practical considerations for medical educators. Academic Medicine, 93(7), 1014-1020. doi: http://dx.doi.org/10.1097/ACM.0000000000002183

Sánchez-Martín, J., Cañada-Cañada, F. & Dávila-Acedo, M.A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26, 51-59. doi: http://dx.doi.org/10.1016/j.tsc.2017.05.003

Sánchez-Mena, A. & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434-443. Recuperado de: https://eric.ed.gov/?id=EJ1157970 [Fecha de consulta: enero 22 de 2019].

Santhanam, R., Liu, D. & Shen, W.-C.M. (2016). Gamification of technology-mediated training: Not all competitions are the same. Information Systems Research, 27(2), 453-465. doi: https://doi.org/10.1287/isre.2016.0630

Snyder, E. & Hartig, J.R. (2013). Gamification of board review: a residency curricular innovation. Medical Education, 47(5), 524-525. doi: http://dx.doi.org/10.1111/medu.12190

Soflano, M., Connolly, T. M., & Hainey, T. (2015). An application of adaptive games-based learning based on learning style to teach SQL. Computers & Education, 86, 192-211. doi: https://doi.org/10.1016/j.compedu.2015.03.015

Song, D., Ju, P. & Xu, H. (2017). Engaged cohorts: Can gamification engage all college students in class? Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3723-3734. doi: http://dx.doi.org/10.12973/eurasia.2017.00755a

Song, D., Shi, D., Wang, R. & Xu, H. (2018). Splitting and combining as a gamification method in engaging structured knowledge learning. Sustainability (Switzerland), 10(3), 1-13. doi: http://dx.doi.org/10.3390/su10030800

Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206. doi: https://doi.org/10.1016/j.chb.2018.05.028

Tan, L. (2018). Meaningful gamification and students’ motivation: A strategy for scaffolding reading material. Online Learning, 22(2), 1-16. doi: https://doi.org/10.24059/olj.v22i2.1167

Tan, M. & Hew, K.F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5), 19-34. doi: https://doi.org/10.14742/ajet.2232

Tenório, T., Bittencourt, I. I., Isotani, S., Pedro, A., & Ospina, P. (2016). A gamified peer assessment model for on-line learning environments in a competitive context. Computers in Human Behavior, 64, 247-263. doi: https://doi.org/10.1016/j.chb.2016.06.049

Torres, A., Romero, L., Pérez, M. & Björk, S. (2016). Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA). Revista Complutense de Educación, 29(1), 129-145. doi: https://doi.org/10.5209/RCED.52117

Tsay, C.H.-H., Kofinas, A.& Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education, 121, 1-17. doi: http://dx.doi.org/10.1016/j.compedu.2018.01.009

van Rosmalen, P. & Westera, W. (2014). Introducing serious games with Wikis: empowering the teacher with simple technologies. Interactive Learning Environments, 22(5), 564-577. doi: http://dx.doi.org/10.1080/10494820.2012.707128

van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. doi: https://doi.org/10.1016/j.compedu.2018.08.018

Villalustre Martínez, L. & Del Moral Pérez, M.E. (2015). Gamitication: Strategies to optimize learning process and the acquisition of skills in university. Digital Education Review, (27), 13-31. Recuperado de: https://www.researchgate.net/publication/283127422_Gamitication_Strategies_to_optimize_learning_process_and_the_acquisition_of_skills_in_university_contexts [Fecha de consulta: enero 23 de 2019].

Wang, P., Vaughn, B. K., & Liu, M. (2011). The impact of animation interactivity on novices’ learning of introductory statistics. Computers & Education, 56(1), 300-311. doi: https://doi.org/10.1016/j.compedu.2010.07.011

White, M. & Shellenbarger, T. (2018). Gamification of Nursing Education with Digital Badges. Nurse Educator. 43(2), 78-82. doi: http://dx.doi.org/10.1097/NNE.0000000000000434

Wiggins, B. E. (2016). An overview and study on the use of games, simulations, and gamification in higher education. International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. doi: https://doi.org/10.4018/IJGBL.2016010102

Wolf, C., Bott, S., Hernandez, I., & Grieve, L. (2018). Teaching about the health care industry through gamification. American Journal of Pharmaceutical Education, 82(4), 6422-307. doi: https://doi.org/10.5688/ajpe6422

Wu, Y.-L. (2018). Gamification design: A comparison of four m-learning courses. Innovations in Education and Teaching International, 55(4), 470-478. doi: http://dx.doi.org/10.1080/14703297.2016.1250662

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92. doi: https://doi.org/10.1016/j.iheduc.2017.02.002




DOI: https://doi.org/10.21895/incres.2019.v10n4.06

Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2020 In Crescendo

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.

Universidad Católica Los Ángeles de Chimbote. Chimbote, Perú 

ISSN2222-3061 (print) - 2307-5260 (online)  

Websitehttp://dx.doi.org/10.21895/incres 
Dirección: Jr. Tumbes 247, Chimbote, Ancash, Perú.
Correo electrónico: increscendo@uladech.edu.pe
Telefax: (+51) 43-327933