Percepciones de los estudiantes de posgrado ante la gamificación del aula con Quizizz

Abstract

El objetivo de esta investigación es examinar las percepciones que los discentes universitarios de posgrado tienen al utilizar Quizizz, en el contexto de la asignatura de Gestión Cultural Avanzada en el Ámbito Editorial, dentro del Máster Universitario en Gestión y Emprendimiento de Proyectos Culturales, en una universidad española de educación en línea. Para ello, se plantean las siguientes preguntas de investigación: a) ¿cuáles son las percepciones del alumnado sobre el uso de Quizizz en las clases de Gestión Cultural Avanzada en el Ámbito Editorial?; b) ¿qué variables identificadas en las entrevistas experimentan la mayoría de los estudiantes de posgrado que usan Quizizz en este contexto? y c) ¿los datos cuantitativos de la encuesta en línea validan los resultados de las entrevistas cualitativas iniciales? Se emplea una metodología mixta -cualitativa y cuantitativa- para dar respuesta a las cuestiones formuladas y se concluye que la percepción de los estudiantes de posgrado en relación con el uso de Quizizz en el aula virtual es positiva. Quizizz tiene un impacto positivo en la motivación, el compromiso y la dinamización del aula. Finalmente, el análisis cuantitativo confirma en buena medida el análisis cualitativo.

Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

“…Other authors highlight the importance of integrating certain tools combining an online course's pedagogical features and structural substance. Thus, we can find multimedia applications and videos [31,35], quizzes [36,41,43] and teaching videos with chatbot and peer feedback mechanisms [38]. In addition, gamification can be a very appropriate element to enhance experiences and increase student interest.…”

“…Since they are in themselves online programs, so digital tool is present. Thus, some use interactive elements such as quizzes (some of them with badges), multimedia applications and videos, collaborative platforms, mobile applications, gamification, and augmented reality-supported educational escape activity [29,31,[35][36][37][39][40][41][42][43]45]; other interventions are based on encouraging discussion forums or peer feedback mechanisms, or use Chatbot [15,30,38]; other studies have explored more thoroughly the role of the teacher who is committed to giving special importance to teacher support and flexibility, and emphasize the importance of communication and a professional appearance on the part of the instructor [28,44]; other research gives importance to the use of personalized learning activities [34].…”

“…With respect to the results of the studies, it can be seen how most of them find that IM has been fostered after the interventions. Studies have concluded that interventions that have been based on encouraging mobile use [29,39,45], cooperation and communication [28,30,31] using online forums, personalized learning [34], integrating certain educational tools [35,38,42] such as quizzes [36,41,43] and in which the teacher supports the students [44] in a meaningful way, have been valuable in fostering IM. On the other hand, strategies such as educational escape rooms based on augmented reality or badges do not seem helpful in encouraging IM [37,40].…”

Use Of the Quizizz Tool by Primary School Teachers: A Review of The Literature in Scopus from 2017-2023

“…In the competency-based approach within the field of education, Quizizz is promoted as a new way of learning that proves to be of great impact on students, so that they develop digital competencies that quickly insert them into new knowledge [12]. The tool of gamification within education has taken great importance for both teachers and students, because it generates a fun, interactive learning experience that creates simple and engaging activities that lead to rapid learning progress [13].…”