Mixed gamification with virtual tools modify poor school performance [Versión en español bajo solicitud] (original) (raw)
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Mixed gamification with virtual tools modify poor school performance
International Journal of Evaluation and Research in Education (IJERE)
Currently, the use of gamifiers as teaching tools in virtuality is present due to the digital education that is developed in Latin America. The objective was to determine the effects of two methodologies: i) Mixed gamification; and ii) Usefulness of virtual teaching tools, in the cognitive processes of poor school performance. The methodology was experimental, quantitative. The evaluation was carried out on 150 Spanish-speaking schoolchildren, grouped into three comparison groups (8.5 years of age ±0.4). They underwent 40 learning sessions with the D-S-F methodology (dynamics, strategy, feedback). The validated instruments were three performance tests on the areas of mathematics, science and communication. Significant results were obtained in cognitive processes from the activities designed with mixed gamification, although the effects were not decisive in the area of communication. It is concluded that gamification reduces low performance to raise cognitive processes for logical re...
Article, 2023
Currently, the use of gamifiers as teaching tools in virtuality is present due to the digital education that is developed in Latin America. The objective was to determine the effects of two methodologies: i) Mixed gamification; and ii) Usefulness of virtual teaching tools, in the cognitive processes of poor school performance. The methodology was experimental, quantitative. The evaluation was carried out on 150 Spanish-speaking schoolchildren, divided into three comparison groups (8.5 years of age ±0.4). They underwent 40 learning sessions with the D-S-F methodology (dynamics, strategy, feedback). The validated instruments were three performance tests on the areas of mathematics, science and communication. Significant results were obtained in cognitive processes from the activities designed with mixed gamification, although the effects were not decisive in the area of communication. It is concluded that gamification reduces low performance to raise cognitive processes for logical reasoning, cognitive deduction in mathematics, skills to generate hypotheses in science; and those of reading and oral expression. It is suggested to develop experiments with variables that include a digital evaluation of text writing, to avoid the limitations presented in this research. [Actualmente, el uso de gamificadores como herramientas didácticas en la virtualidad está presente debido a la educación digital que se desarrolla en América Latina. El objetivo fue determinar los efectos de dos metodologías: i) Ludificación mixta; y ii) Utilidad de las herramientas didácticas virtuales, en los procesos cognitivos del bajo rendimiento escolar. La metodología fue experimental, cuantitativa. La evaluación se realizó en 150 escolares de habla hispana, agrupados en tres grupos de comparación (8,5 años de edad ±0,4). Se sometieron a 40 sesiones de aprendizaje con la metodología DSF (dinámica, estrategia, retroalimentación). Los instrumentos validados fueron tres pruebas de desempeño en las áreas de matemáticas, ciencias y comunicación. Se obtuvieron resultados significativos en los procesos cognitivos a partir de las actividades diseñadas con gamificación mixta, aunque los efectos no fueron decisivos en el ámbito de la comunicación. Se concluye que la gamificación reduce el bajo rendimiento para elevar procesos cognitivos para razonamiento lógico, deducción cognitiva en matemáticas, habilidades para generar hipótesis en ciencias; y los de lectura y expresión oral. Se sugiere desarrollar experimentos con variables que incluyan una evaluación digital de la escritura de textos, para evitar las limitaciones presentadas en esta investigación].
Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
Technology, Knowledge and Learning, 2023
Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.
The study provides specific quantitative results that offer vital insights into the effectiveness of gamification as an educational approach. The data unequivocally illustrates a substantial discrepancy in pupils' academic performance when comparing pretest and posttest scores. A comprehensive analysis of the table reveals the disparities between the variables prior to and following the conventional teaching approach, shown by a t-value (4.9643) and a p-value (0.0011009). Consequently, the null hypothesis is rejected. Furthermore, the study clearly demonstrates the influence of gamification, as indicated by a t-value (7.5895) and a p-value (6.3675E-05). Consequently, the null hypothesis is once again rejected. The ANCOVA analysis further supports these numerical findings by highlighting the significant influence of gamification on students' motivation and academic achievement. The significantly low p-value (< 0.001) highlights the robust correlation between gamification and enhanced learning results. The unequivocal rejection of the null hypothesis validates the substantial and advantageous impact of gamification on student motivation and learning outcomes. Moreover, the study's quantitative data provides compelling evidence in favor of implementing gamification as a highly effective approach to augment student engagement and elevate academic achievement in secondary schools, specifically within the Pilar District. These measurable results have important implications for educators and institutions seeking to implement novel teaching methods to enhance the educational experience.
Brazilian Journal of Development, 2021
This mixed research focuses its objective on analyzing the role of gamification as a pedagogical and motivational strategy in the teaching process to eleventh grade students of a public institution in Colombia through the application of an academic game using Information and Communication Technologies with a sample of 48 students. This, after knowing that the lack of motivation is one of the factors that predominates in students today, hence the need for teachers to use more innovative and attractive pedagogical and didactic strategies. One of these strategies is gamification, the central axis of this research project. The methodology used was based on the application of a pre-test, the adaptation of a game to the computer class and a post-test to analyze the qualitative and quantitative results of the research. The results found show that, when using a gamification strategy in the classroom, the teacher must be clear about the planning, implementation, followup and feedback; this last factor must be permanent since it is a dynamic process that requires continuous improvement.
Gamification in education: threats or new opportunities
SHS Web of Conferences
This article discusses the expediency and efficiency of implementing gamification in education. This study is a meta-analysis of the modern experience of gamification application obtained from numerous international studies, practical cases, and reports of educational entities. The influence of gamification technologies on cognition and learning processes was proved by hardware neurobiological research of students’ brain activity during a game using electroencephalography, functional magnetic resonance tomography, and functional near-infrared spectroscopy. On the basis of an analysis of gamification effects regarding efficiency improvement due to perceptive learning, the conclusions were obtained used in a generalized list of opportunities, problems, and threats of application of gamification elements in education. This study systematizes practical results presented by corporate cases and reference literature, which mention the necessity to use specialized online platforms or automa...
The use of educational technology has been improving in schools since the turn of the century. The current educational curriculum has been revamped to incorporate information, communications and technology (ICT). The immersion has either been a stand-alone subject or infused into elements of other subjects, most prominently in Science, Technology, Engineering and Mathematics (STEM). In some educational technology research, it has shown that infusion of technology has shown contrasting results when it came to teaching and learning. Although, there have also been studies that shown improvement in motivation of the students in this technology laced classrooms, yet it did not lead to a better cognitive understanding. Furthermore with the problems such as difficulty in accessing to technology, teacher misconception about technology usage in classroom, student disengagement towards learning in classroom, we could not see the full extent of the educational technology capability. And so this spawns for the introduction of games as an educational tool; as it is related with enjoyment and is far off from its relation to work. With the infusion of technology, it has produced off shoots such as game based learning, serious games and more recently gamification. As gamification refers to the inclusion of "gamefulness" to existing systems as opposed to creating an entirely new game; thus paves the way for easier implementation as an educational tool. Therefore this paper will discuss about the role of gamification as an educational technology tool in engaging and motivating students; based on analyses review of several literatures.
The extensive acceptance of technology in the field of education has opened its door to many new innovative computer-mediated methods. One latest innovation predicted to kick up a storm is Gamification. Though this method has been successfully applied in other fields such as marketing and in social networks, the implementation in education is still in its infancy stage. Gamification is the use of game elements in no-game scenarios. The game elements; points, badges and leaderboards, can be used by educators in their teaching and learning process. This can be either done via traditional classroom or online classroom. This paper will discuss about the repercussions of using gamification both in traditional method and via online platform based on review of several literatures.
Heliyon, 2021
Previous research has established the lack of motivation by primary education students visa -vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (