Gamification in Higher Education Instructors from Ecuador, Spain and Mexico

Torres-Toukoumidis, Ángel; Valle-Razo, Ana Luis; De-Santis, Andrea

doi:10.1109/andescon50619.2020.9272156

Cited by 5 publications

(7 citation statements)

References 12 publications

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“…Furthermore, the connective networking established how the countries with more publications were linked through the co-reference to other less representative countries, such as Spain with other European or South American countries [ 73 , 74 , 75 ]. Although the networking was small compared to other bibliometric studies [ 46 ], the networking showed how countries determined the influence of gamification and other ICTs in STEM education in HEIs [ 71 , 76 ]. Despite the links between countries, many studies indicated how gamification in HEIs was rarely compared to elementary or secondary educational institutions [ 63 ]; further research is needed on HEIs regarding the impact of gamification [ 73 , 74 , 75 ].…”

Section: Resultsmentioning

confidence: 88%

“…However, this article indicates that such an approach has been studied and analysed in elementary, secondary, and post-secondary institutions, with no interest in university educational centres. This research highlights the lack of articles for less relevance of these methodologies in HEIs compared to other educational levels [ 71 ].…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, these results showed how the teachers’ health or repercussion from using ICTs, anxiety or burnout syndrome, seems to be overlooked in contrast with the students’ [ 6 , 81 ]. Moreover, the inclusion of ICTs and gamification is more delimited to education, especially in the STEM field [ 20 , 71 ], highlighting the need for further research in other fields such as medicine or nursing [ 82 ].…”

Section: Resultsmentioning

confidence: 99%

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Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Espinosa

Vaquero-Abellán

Perea-Moreno

et al. 2022

IJERPH

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Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come.

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Section: Resultsmentioning

confidence: 88%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Espinosa

Vaquero-Abellán

Perea-Moreno

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Los estudios seleccionados muestran que existen evidencias sólidas para utilizar la gamificación en el contexto educativo de enseñanza superior en España, apreciando un incremento de estudios en 2020 (n=8), indicando el auge de estudios sobre gamificación en los últimos años, aunque desconocemos el efecto que la pandemia COVID-19 pueda tener sobre los estudios de esta temática en los próximos años. No obstante, a pesar de la indudable penetración de la gamificación, su aplicación práctica en enseñanza superior es significativamente menor en España que en México y Ecuador, usándose sin un nivel de conocimientos teóricos suficientes (Torres-Toukoumidis et al, 2020). Ya en 2011 Palazón-Pérez, et al, indicaban que la penetración del autoaprendizaje activo o el trabajo colaborativo, ambos potenciados mediante la gamificación, era limitado en las universidades españolas.…”

Section: Discusionesunclassified

“…Los estudios realizados con autores extranjeros (además del indicado más arriba de Torres-Toukoumidis et al, 2020) denotan la cooperación con centros de investigación como Portugal, Irlanda y Alemania, aunque en este caso, no se han discriminado los distintos grados de motivación y competencias de los profesores según su origen (García-Holgado et al, 2020). Esto hubiera sido importante para conocer las limitaciones, si las hubiera, de los profesores españoles respecto a sus homónimos de oros países.…”

Section: Discusionesunclassified

Gamificación en Educación Superior. Revisión de experiencias realizadas en España en los últimos años

et al. 2021

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Player profiles for game‐based applications in engineering education

Vergara

Antón‐Sancho

Fernández‐Arias

2022

Comp Applic In Engineering

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The use of digital learning environments in higher education has led to design methodological strategies, like gamification, adapted to computer‐based learning. The effectiveness of gamification depends on the adaptation of the methodology to the player's profile. Four types of player profiles (Explorer, Killer, Socialized, and Achiever) are established according to the Bartle classification. In this article, quantitative research is carried out on the player profile and the one considered best for learning engineering professors. Sociological and academic aspects that influence player profile choices are also identified. A descriptive and inferential analysis of the answers given by a population of 532 engineering professors —who attended a training course on gamification in digital environments—to a survey designed by the authors was carried out. The results reveal that most engineering professors are Explorers and this is also the player profile considered best for learning, although there is a gap between the own player profile and the choice of the most effective one. The player profile shown here to be the most frequent among engineering professors differs from that attributed to students in the literature, which is Achiever. Gaps by gender, age, teaching experience, and university tenure are also identified. Universities are recommended to strengthen professor training to design personalized game‐based computing environments and to cater to differences due to several sociological and academic aspects.

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Gamification in Higher Education Instructors from Ecuador, Spain and Mexico

Cited by 5 publications

References 12 publications

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Gamificación en Educación Superior. Revisión de experiencias realizadas en España en los últimos años

Player profiles for game‐based applications in engineering education

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