GAMIFICATION IN EDUCATION: TRANSFORMATIONS IN THE TEACHING AND LEARNING PROCESS IN A CONSTANTLY CHANGING SOCIETY
DOI:
https://doi.org/10.56219/dialctica.v2i25.4010Keywords:
gamification, learning, methodology, technique, motivation, education, strategiesAbstract
Gamification has emerged as an active methodology in the educational field, transforming the process of school teaching and learning. This article explores how gamification, understood as the application of game dynamics and elements in non-gaming contexts, positively impacts students' motivation and participation. Throughout the text, key aspects such as the definition of gamification, its relationship with intrinsic motivation, its integration into the classroom, and the challenges and opportunities it presents in education are discussed. Gamification allows students to take an active role, facilitating knowledge appropriation and promoting the transfer of learning to practical contexts. By using digital or non-digital resources and designing progressive challenges, gamification not only enhances motivation but also fosters collaborative work and creative thinking in the classroom. However, the implementation of this methodology faces challenges, such as the need for digital literacy for both teachers and students, as well as the technological gap in certain contexts. Despite these challenges, the opportunities offered by gamification, particularly in its alignment with the Sustainable Development Goals and the 2030 Agenda, position it as a key tool in educational transformation. In conclusion, when applied appropriately, gamification can enrich school learning, motivate students, and prepare them for the challenges of contemporary society.
Downloads
References
Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis. Journal of Information Technology Education: Research, 18, 395-417. https://doi.org/10.28945/4417 DOI: https://doi.org/10.28945/4417
Al-Sulami, S. B. S. B. (2022). Designing a gamification-based learning environment and its impact on computer cognitive aspects among first grade at middle school students. International Journal of Computer Science and Network Security, 22(5), 702-708.
Alsadoon, E., Alkhawajah, A., & Suhaim, A. B. (2022). Effects of a gamified learning environment on students' achievement, motivations, and satisfaction. Heliyon, 8(8), e10249. https://doi.org/10.1016/j.heliyon.2023.e19033 DOI: https://doi.org/10.1016/j.heliyon.2022.e10249
Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research and Development, 31(5), 625-640. DOI: https://doi.org/10.1080/07294360.2012.702735
Chapman, J. R., Kohler, T. B., & Gedeborg, S. (2023). So, why do students perform better in gamified courses? Understanding motivational styles in educational gamification. Journal of Educational Computing Research, 61(5), 927-950. https://doi.org/10.1177/07356331221127635 DOI: https://doi.org/10.1177/07356331221127635
Cruz, C. (2023). Gamificación en la educación: Experiencias de aplicación. Apuntes de Ciencia & Sociedad, 11, 102-111. https://doi.org/10.18259/acs.202301 DOI: https://doi.org/10.18259/acs.2023011
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5 DOI: https://doi.org/10.1186/s41239-017-0042-5
Di Domenico, S. I., & Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience, 11, 145. https://doi.org/10.3389/fnhum.2017.00145 DOI: https://doi.org/10.3389/fnhum.2017.00145
Felices, M., & Lorenzo, G. (2019). Gamificación en el aula a través de las TIC. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología, 3, 553-554. https://doi.org/10.17060/ ijodaep. 2019.n1.v3.1535 DOI: https://doi.org/10.17060/ijodaep.2019.n1.v3.1535
Fuchs, K. (2023). Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers. International Journal of Contemporary Education, 6(1), 1–12. DOI: https://doi.org/10.47852/bonviewIJCE32021604
González, M. (2023). Análisis de la relación entre la motivación intrínseca y el rendimiento académico en estudiantes universitarios. Ciencia y Descubrimiento, 7(2), 10-20. DOI: https://doi.org/10.70577/0p402r42RCD
Hans, G., & Portuguez Castro, M. (2021). Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. Computers, 10(1), 32. https://doi.org/10.3390/computers10100132 DOI: https://doi.org/10.3390/computers10100132
Haruna, H., Hu, X., Chu, S. K. W., & Mellecker, R. R. (2019). Initial Validation of the MAKE Framework: A Comprehensive Instrument for Evaluating the Efficacy of Game-Based Learning and Gamification in Adolescent Sexual Health Literacy. Annals of Global Health, 85(1), 1-7. https://doi.org/10.5334/aogh.111 DOI: https://doi.org/10.5334/aogh.1110
Hitchens, M., & Tulloch, R. (2018). A gamification design for the classroom. Interactive Technology and Smart Education, 15(1), 28-45. https://doi.org/10.1108/ITSE-05-2017-0028 DOI: https://doi.org/10.1108/ITSE-05-2017-0028
Kim, J., & Castelli, D. (2021). Effects of Gamification on Behavioral Change in Education: A Meta-Analysis. International Journal of Environmental Research and Public Health, 18(7), 1–14. https://doi.org/10.3390/ijerph18073550 DOI: https://doi.org/10.3390/ijerph18073550
Legault, L. (2018). Self-Determination Theory. In Encyclopedia of Personality and Individual Differences. https://doi.org/10.1007/978-3-319-28099-8_1162-1 DOI: https://doi.org/10.1007/978-3-319-28099-8_1162-1
López, R., & Martínez, S. (2024). The impact of students' lack of learning motivation and teachers' autonomy support on academic achievement. Journal of Educational Psychology, 116(3), 456-472.
Manzano, A., Pablo Camacho, P., Guerrero, M., Guerrero, L., Alias, A., Trigueros, R., & Aguilar, J. (2020). Adaptation and Validation of the Scale of Types of Users in Gamification with the Spanish Adolescent Population. International Journal of Environmental Research and Public Health, 17(11), 4157. https://doi.org/10.3390/ijerph17114157 DOI: https://doi.org/10.3390/ijerph17114157
Moreira, M. A. (2022). El concepto de aprendizaje significativo ampliado y su implicación en la enseñanza. ResearchGate.
Navarro, J., Vaquero, M., Perea, J., Pedrós, G., Martínez, M., & Aparicio, P. (2022). Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions. International Journal of Environmental Research and Public Health, 19(5), 2599. https://doi.org/10.3390/ijerph19052599 DOI: https://doi.org/10.3390/ijerph19052599
Ortiz-Ramírez, J. M., & Bravo-Agapito, J. (2019). Gamification applied to education: Snakes & Ladders videogame. Tecnología, Ciencia y Educación, 14, 149-166. DOI: https://doi.org/10.51302/tce.2019.339
Parra González, M., López-Belmonte, J., Fuentes-Cabrera, A., & Segura Robles, A. (2019). Gamification in Primary Education Grade. A Project of Gamification in Tutorial Action Subject to Increase Motivation and Satisfaction of the Students. https://doi.org/10.36006/16184-13 DOI: https://doi.org/10.36006/16184-13
Pérez, L., & Gómez, T. (2023). Theories of Motivation in Education: An Integrative Framework. Educational Psychology Review, 35(1), 1-23. DOI: https://doi.org/10.1007/s10648-023-09767-9
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033 DOI: https://doi.org/10.1016/j.heliyon.2023.e19033
Reeve, J., & Lee, W. (2019). Motivational neuroscience. In R. M. Ryan (Ed.), The Oxford handbook of motivation (2da ed., pp. 355–372). New York: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780190666453.013.20
Reyes-Ruiz, L. & Carmona Alvarado, F. A. (2020). La investigación documental para la comprensión ontológica del objeto de estudio. Recuperado de https://hdl.handle.net/20.500.12442/6630
Rodríguez, P. (2023). El papel de la motivación intrínseca en el aprendizaje escolar. Journal of Developmental Education, 12(3), 15-25.
Roth, G., Vansteenkiste, M., & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and Psychopathology, 31(3), 945–956. DOI: https://doi.org/10.1017/S0954579419000403
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing. DOI: https://doi.org/10.1521/978.14625/28806
Sáez-López, J. M., Grimaldo-Santamaría, R. Ó., Quicios-García, M. P., & Blanco, M. A. (2024). Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education. Tech Know Learn, 29, 557-581. https://doi.org/10.1007/s10758-023-09656-8 DOI: https://doi.org/10.1007/s10758-023-09656-8
Sailer, M., & Homner, L. (2020). The Gamification of Learning: A Meta-Analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w DOI: https://doi.org/10.1007/s10648-019-09498-w
Torres García, D., Arco, I., & Sierra, I. (2022). Gamificación del aula: Un camino hacia la gestión del aprendizaje autorregulado. Colección Unión Global.
Vrcelj, A., Hoić-Božić, N., & Dlab, M. H. (2023). Use of gamification in primary and secondary education: A systematic literature review. International Journal of Educational Methodology, 9(1), 13-27. https://doi.org/10.12973/ijem.9.1.13 DOI: https://doi.org/10.12973/ijem.9.1.13
Wang, C. K. J., Liu, W. C., Nie, Y., Chye, Y. L. S., Lim, B. S. C., Liem, G. A., et al. (2017). Latent profile analysis of students’ motivation and outcomes in mathematics: An organismic integration theory perspective. Heliyon, 3(5), e00308. DOI: https://doi.org/10.1016/j.heliyon.2017.e00308
Wen, X. (2023). The Effect of Gamification Learning on Primary School Students’ Second Language Learning. Journal of Education, Humanities and Social Sciences, 22, 492-501. https://doi.org/10.54097/ehss.v22i.12510 DOI: https://doi.org/10.54097/ehss.v22i.12510
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., & Lan, X. (2022). The effectiveness of gamification programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3(1), 100096. https://doi.org/10.1016/j.caeai.2022.100096 DOI: https://doi.org/10.1016/j.caeai.2022.100096
Zhang, Y., & Song, Y. (2022). The Effects of Sensory Cues on Immersive Experiences for Fostering Technology-Assisted Sustainable Behavior: A Systematic Review. Behavioral Sciences, 12(10), 361. https://doi.org/10.3390/bs12100361 DOI: https://doi.org/10.3390/bs12100361
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
La revista Dialéctica conserva los derechos patrimoniales (copyright) de las obras publicadas, que favorece y permite la reutilización de los mismos bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 , por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que se cite la autoría y fuente original de su publicación (revista, editorial, URL y DOI de la obra), no se usen para fines comerciales u onerosos y se mencione la existencia y especificaciones de esta licencia de uso. Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
+584121131459
