Gamificación y Breakout Edu en Formación Profesional. El programa “Grey Place” en Integración Social

León, Ana Manzano; Sánchez, María Sánchez; Ramos, Rubén Trigueros; Gómez-Hernández, José-Antonio; Aguilar-Parra, José Manuel

doi:10.21071/edmetic.v9i1.12067

Cited by 12 publications

(10 citation statements)

References 4 publications

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“…The use of gamification and playful strategies improves motivational learning because it allows students to experience and discover, while practicing skills and learning in a playful manner [ 18 ]. Other benefits of using escape rooms may be as a potential avenue for co-workers, classmates, or friends to explore and improve their collaborative skills, socialize with others, and develop team morale [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students

León

Rodríguez-Ferrer

Aguilar-Parra

et al. 2021

IJERPH

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Escape rooms and breakout are learning strategies that can facilitate motivation of learning through challenges. In these strategies, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum, allowing them to solve the game in a limited time. The aim of this study was to determine the effects of the implementation of an escape room on classroom flow, academic performance, school motivation, and prosocial and antisocial behaviours with higher students in a Special Education master’s degree course. The quantitative results show a significant improvement in classroom flow, academic performance, and classroom climate, and a better score in prosocial and antisocial behaviours. The qualitative findings provide a better understanding of these results, and support the conclusion that the use of escape rooms is fun and motivating for students, and facilitates their learning achievement.

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Section: Introductionmentioning

confidence: 99%

Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students

León

Rodríguez-Ferrer

Aguilar-Parra

et al. 2021

IJERPH

Self Cite

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“…Moreover, a second dimension is linked to the "establishment of relationships between concepts" [27]. As for the grouping of the items into two dimensions, we verified that a line was followed as set by [6], given that this author also discusses experimentation and discovery on one hand and the relationships between concepts on the other.…”

Section: Discussionmentioning

confidence: 65%

“…The use of digital gamification or videogames, per se, to the learning process of the students, begins with the search for a transformation in education that promotes the growth of immersive learning of the students, and a demand for the improvement of the teachers' methodology. In addition, other researchers consider that the use of videogames will allow the students to be initiated in curricular competencies, which is the digital competence in this case [4][5][6], so that their learning process improves from another perspective.…”

Section: Introductionmentioning

confidence: 99%

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

et al. 2020

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The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.

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“…Los resultados obtenidos por diversos estudios evidencian el potencial de la gamificación en diferentes etapas educativas: en Secundaria (Almirall, 2016;Fernández-Río, De las Heras, González, Trillo y Palomares, 2020;Melero, et al, 2019;Monguillot, et al, 2015;Pérez-López, 2016;Quintero, Jiménez & Area, 2018;); en el ámbito universitario (Fitz-Walter, Wyeth, Tjondronegoro & Johnson, 2014;Flores, 2019;Laskowski, 2015;Losup & Epema, 2014;Pérez-López, Rivera & Delgado-Fernández, 2017;Peìrez-Loìpez, Rivera & Trigueros Cervantes, 2017;Weng, 2013); en Primaria (Fernández-Río, et al, 2020;Martinez, 2017); e incluso, en niños con síndrome de Asperger (Valdivieso & Fraile, 2018) o de integración social (Manzano-León, et al, 2020) Pero aún son escasos los estudios científicos que evidencien la efectividad en los ambientes de aprendizajes (Dicheva, Dichev, Agre & Angelova, 2015;Pérez & Hortigüela, 2020) y hay que evitar la dependencia hacia recompensas externas (Pérez & Hortigüela, 2020), es decir, la gamificación no puede verse reducida a la entrega de points, badges, leaderboards (PBL), debido a que este tipo de gamificación se considera superficial (Seaborn y Fels, 2015;Lister, 2015) al satisfacer la necesidad de competición entre los jugadores como elementos que favorecen la motivación extrínseca, y sin embargo, son las más comunes (Phillips, 2015) Al ser una nueva tendencia en educación aún existe cierta confusión en cuanto a la terminología que se emplea (Dicheva, et al, 2015;Pérez-López, 2018;Floryan, Ritterband & Chow, 2019) alrededor de la gamificación: mecánicas, dinámicas, elementos, estética, componentes… Esta falta de claridad terminológica, unida a que gamificar implica idear, planificar y diseñar la forma en que se conjugarán los elementos del juego con el aprendizaje y la evaluación…”

Section: Gamificación Y Educaciónunclassified

Una propuesta para gamificar paso a paso sin olvidar el currículum: modelo Edu-Game (A proposal to gamify step by step without forgetting the curriculum: Edu-Game model)

Ramos

2020

Retos

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Cada vez más la gamificación toma un protagonismo importante dentro del ámbito educativo, sin embargo, ésta proviene del mundo empresarial. Es importante tener en cuenta cómo se regulan ambos contextos para poder hacer una aplicación ética de la gamificación dentro del mundo educativo. Por otro lado, existen diferentes desafíos a los que se enfrenta la gamificación: integrar los elementos del juego dentro del aprendizaje y no de forma aislada, conjugar la evaluación formativa dentro de los planteamientos didácticos, evitar que se caiga en la máxima simplificación y convertirla solo en la entrega de insignias, puntos o niveles, o clarificar la terminología que existe alrededor. Toda esta nebulosa que acompaña a la gamificación en el ámbito educativo, hace que se estén estableciendo creencias erróneas sobre ésta. Para intentar dar respuesta a los desafíos que se plantean en el mundo educativo con respecto a la gamificación se propone un marco, Edu-Game, que pretende ser un enfoque para comprender y entender la gamificación dentro del mundo educativo y proporcione una herramienta de utilidad a la hora de diseñar propuestas didácticas gamificadas centradas en elevar la motivación intrínseca e implicación del alumnado en su aprendizaje. Abstract. Increasingly, gamification takes an important role in the educational field, however, it comes from the business world. It is important to consider how both contexts are regulated in order to make an ethical application of gamification within the educational world. On the other hand, there are different challenges that gamification faces: integrating the elements of the game into learning and not in isolation, combining formative evaluation within didactic approaches, preventing it from falling into maximum simplification and converting it only in the delivery of badges, points or levels, or clarify the terminology that exists around. All this nebula that accompanies gamification in the educational field, causes that erroneous beliefs about it are being established. To try to respond to the challenges that arise in the educational world regarding gamification, a framework, Edu-Game, is proposed that aims to be an approach to understand and understand gamification within the educational world and provide a useful tool to when designing gamified teaching proposals focused on raising the intrinsic motivation and involvement of students in their learning.

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Gamificación y Breakout Edu en Formación Profesional. El programa “Grey Place” en Integración Social

Cited by 12 publications

References 4 publications

Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students

Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

Una propuesta para gamificar paso a paso sin olvidar el currículum: modelo Edu-Game (A proposal to gamify step by step without forgetting the curriculum: Edu-Game model)

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