Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
RESUMENEl modelo de clase tradicional, donde el alumnado permanece con una actitud pasiva, y sentado en sus pupitres escuchando la lección, está siendo sustituido por nuevas metodologías de enseñanza-aprendizaje, por un amplio sector de profesionales. Cada vez son más aquellas personas que ponen en duda su eficacia y opinan que se precisan metodologías innovadoras, que resulten más motivadoras al alumnado, donde participe activamente en la construcción del conocimiento y constituya un modelo que atienda a las necesidades particulares de cada individuo.En esta investigación nos centraremos en un nuevo e innovador modelo: El modelo Flipped Classroom, o "aula invertida". Dicho modelo es cada vez más usado por aquellos docentes que atribuyen al modelo tradicional de enseñanza muchos déficits y que han dado el salto a una total "inversión" o cambio de esencia a sus clases.Palabras clave: Flipped Classroom, Profesorado, Enseñanza-Aprendizaje ABSTRACTThe traditional classroom model, where the students remain passive, and sitting at their desks listening to the lesson, is being replaced by new teaching-learning methodologies, by a wide range of professionals. There are more and more people who question their efficacy and believe that innovative methodologies are needed that are more motivating to the students, where they actively participate in the construction of knowledge and constitute a model that attends to the individual needs of each individual.In this research we will focus on a new and innovative model: The Flipped Classroom model, or "inverted classroom". This model is increasingly used by those teachers who attribute to the tradi-
The video game has been one of the phenomena with the greatest impact on the entire social fabric, and especially among young people. Therefore, it is essential to understand the interaction between the players and the video game itself. However, few instruments have been designed to assess the types of players in the adolescent population. Therefore, the purpose of this study was to validate the Gamification User Types Hexad Scale for the Spanish adolescent population. The sample of participants consisted of 1345 adolescents between the ages of 13 and 18. To evaluate the psychometric properties of the scale, a confirmatory factor analysis and a multi-group analysis of invariance by sex were performed. The results provide evidence of a valid and reliable six-factor instrument to measure the types of players in the Spanish adolescent population, regardless of their sex.
This study presents a quasi‐experimental longitudinal mixed‐methods research about the participation in leisure activities, physical activity, and games, as part of the family leisure programme (“Lunae Magic School”) for Spanish families with children under 12 years old during COVID‐19 lockdown. The impact on parents and their perception of the psychological well‐being of their children is evaluated. The results show that leisure activities reduce the parent's anxiety levels measured with STAI scale ( p = .0001) and their perception of the physical and emotional discomfort of their children, measured with PSC scale ( p < .0001). It is qualitatively argued that despite the confinement situation, the gamification, the variety of activities and the fact of being able to enjoy quality time with the family have allowed the creation of spaces of fun and flow. Therefore, although the findings on the importance of family leisure were encouraging, more research is needed on the implementation of similar programmes.
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