Gamificación para la Innovación de la Educación: Una Revisión Sistemática de la Literatura
DOI:
https://doi.org/10.47187/perspectivas.5.2.198Palabras clave:
Gamificación, enseñanza, aprendizaje, educación, innovaciónResumen
La gamificación nace como una herramienta de innovación educativa con la finalidad de mejorar las competencias en la educación. En este trabajo se propone llevar a cabo una revisión sistemática de la literatura sobre la gamificación para la innovación educativa centrándose en investigaciones que hayan explorado los efectos de la gamificación en estudiantes de secundaria y universitarios. Se utilizó el método de Kitchenham & Carters con el planteamiento de tres preguntas directrices, en base a aspectos como enfoques, metodologías y aportes al proceso enseñanza-aprendizaje. Como resultado se identificaron 26 documentos, bajo los criterios de inclusión y exclusión, se evaluaron e interpretaron los hallazgos en la bibliografía científica que se encontró en las bases de datos electrónicas IEEE, Springer y ScienceDirect de los últimos 5 años. Los resultados apuntan a que la gamificación es una herramienta valiosa para la innovación educativa puesto que aumenta la motivación, el compromiso, el aprendizaje activo, la retroalimentación inmediata, la colaboración y la personalización.
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Z. Yordanova, «Gamification for Handing Educational Innovation Challenges», Digital Transformation of the Economy: Challenges, Trends and New Opportunities, pp. 529-541, 2020, doi: 10.1007/978-3-030-11367-4_53.Yordanova, Z. (2020). Gamification for Handing Educational Innovation Challenges. Digital Transformation of the Economy: Challenges, Trends and New Opportunities, 529–541. https://doi.org/10.1007/978-3-030-11367-4_53
A. Shpakova, V. Dörfler, y J. MacBryde, «The role(s) of gamification in knowledge management», en EURAM 2016: 16th Annual Conference of the European Academy of Management, FRA, jun. 2016, pp. 1-40. Accedido: 6 de enero de 2023. [En línea]. Disponible en: https://strathprints.strath.ac.uk/56368/Shpakova, A., Dörfler, V., & MacBryde, J. (2016). The role(s) of gamification in knowledge management. EURAM 2016: 16th Annual Conference of the European Academy of Management, 1–40. https://strathprints.strath.ac.uk/56368/
L. Sardi, A. Idri, y J. L. Fernández-Alemán, «A systematic review of gamification in e-Health», Journal of Biomedical Informatics, vol. 71, pp. 31-48, jul. 2017, doi: 10.1016/j.jbi.2017.05.011.Sardi, L., Idri, A., & Fernández-Alemán, J. L. (2017). A systematic review of gamification in e-Health. Journal of Biomedical Informatics, 71, 31–48. https://doi.org/10.1016/j.jbi.2017.05.011
D. Zhao et al., «An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience», IEEE Access, vol. 10, pp. 3879-3889, 2022, doi: 10.1109/ACCESS.2021.3139729.Zhao, D., Playfoot, J., De Nicola, C., Guarino, G., Bratu, M., Di Salvadore, F., & Muntean, G.-M. (2022). An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience. IEEE Access, 10, 3879–3889. https://doi.org/10.1109/ACCESS.2021.3139729
M. J. V. Ledo, «Innovación educativa».Vidal Ledo, M. J., Miralles Aguilera, E. de los Á., Morales Sánchez, I. del R., Gari Calzada, M., Vidal Ledo, M. J., Miralles Aguilera, E. de los Á., Morales Sánchez, I. del R., & Gari Calzada, M. (2022). Innovación educativa. Educación Médica Superior, 36(3). http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S0864-21412022000300019&lng=es&nrm=iso&tlng=es
B. Kitchenham, «Procedures for Performing Systematic Reviews», 2004.Kitchenham, B. (2004). Procedures for Performing Systematic Reviews.
S. Diaz, J. Diaz, y D. Ahumada, «A Gamification Approach to Improve Motivation on an Initial Programming Course», en 2018 IEEE International Conference on Automation/XXIII Congress of the Chilean Association of Automatic Control (ICA-ACCA), Concepcion: IEEE, oct. 2018, pp. 1-6. doi: 10.1109/ICA-ACCA.2018.8609701.Diaz, S., Diaz, J., & Ahumada, D. (2018). A Gamification Approach to Improve Motivation on an Initial Programming Course. 2018 IEEE International Conference on Automation/XXIII Congress of the Chilean Association of Automatic Control (ICA-ACCA), 1–6. https://doi.org/10.1109/ICA-ACCA.2018.8609701
W. S. Yue y C. Y. Ying, «The Evaluation Study of Gamification Approach in Malaysian History Learning via Mobile Game Application», en 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), Timisoara, Romania: IEEE, jul. 2017, pp. 150-152. doi: 10.1109/ICALT.2017.69.Yue, W. S., & Ying, C. Y. (2017). The Evaluation Study of Gamification Approach in Malaysian History Learning via Mobile Game Application. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), 150–152. https://doi.org/10.1109/ICALT.2017.69
P. Munogee, H. Moctaram, y Z. Cadersaib, «Using a Gamification Approach to teach ERP in Higher Education», en 2019 Conference on Next Generation Computing Applications (NextComp), Mauritius: IEEE, sep. 2019, pp. 1-6. doi: 10.1109/NEXTCOMP.2019.8883612.Munogee, P., Moctaram, H., & Cadersaib, Z. (2019). Using a Gamification Approach to teach ERP in Higher Education. 2019 Conference on Next Generation Computing Applications (NextComp), 1–6. https://doi.org/10.1109/NEXTCOMP.2019.8883612
S. N. Lone, B. Pandey, y A. Khamparia, «Minimax (Maximin) with Special Approach of Gamification in Higher Education», ICT Based Innovations, pp. 11-22, 2018, doi: 10.1007/978-981-10-6602-3_2.Lone, S. N., Pandey, B., & Khamparia, A. (2018). Minimax (Maximin) with Special Approach of Gamification in Higher Education. ICT Based Innovations, 11–22. https://doi.org/10.1007/978-981-10-6602-3_2
T. A. Khan y X. Zhao, «Perceptions of Students for a Gamification Approach: Cities Skylines as a Pedagogical Tool in Urban Planning Education», en Responsible AI and Analytics for an Ethical and Inclusive Digitized Society, Springer, Cham, 2021, pp. 763-773. doi: 10.1007/978-3-030-85447-8_64.Khan, T. A., & Zhao, X. (2021). Perceptions of Students for a Gamification Approach: Cities Skylines as a Pedagogical Tool in Urban Planning Education. Responsible AI and Analytics for an Ethical and Inclusive Digitized Society, 763–773. https://doi.org/10.1007/978-3-030-85447-8_64
M. Stoyanova, D. Tuparova, y K. Samardzhiev, «Gamification in 11th Grade Mathematics Lessons – One Possible Interactive Approach», en Interactive Collaborative Learning, Springer, Cham, 2017, pp. 41-53. doi: 10.1007/978-3-319-50340-0_4.Stoyanova, M., Tuparova, D., & Samardzhiev, K. (2017). Gamification in 11th Grade Mathematics Lessons – One Possible Interactive Approach. Interactive Collaborative Learning, 41–53. https://doi.org/10.1007/978-3-319-50340-0_4
R. Vescovi Bassani, «Gamification with Lego in Higher Education: Experience in the Course of Logistic Distribution», en Learning and Collaboration Technologies. Learning and Teaching, Springer, Cham, 2018, pp. 211-224. doi: 10.1007/978-3-319-91152-6_17.Vescovi Bassani, R. (2018). Gamification with Lego in Higher Education: Experience in the Course of Logistic Distribution. Learning and Collaboration Technologies. Learning and Teaching, 211–224. https://doi.org/10.1007/978-3-319-91152-6_17
A. Rosa-Castillo, O. García-Pañella, E. Maestre-Gonzalez, A. Pulpón-Segura, A. Roselló-Novella, y M. Solà-Pola, «Gamification on Instagram: Nursing students’ degree of satisfaction with and perception of learning in an educational game», Nurse Education Today, vol. 118, p. 105533, 2022, doi: https://doi.org/10.1016/j.nedt.2022.105533.Rosa-Castillo, A., García-Pañella, O., Maestre-Gonzalez, E., Pulpón-Segura, A., Roselló-Novella, A., & Solà-Pola, M. (2022). Gamification on Instagram: Nursing students’ degree of satisfaction with and perception of learning in an educational game. Nurse Education Today, 118, 105533. https://doi.org/10.1016/j.nedt.2022.105533
A. Anguas-Gracia, A. B. Subirón-Valera, I. Antón-Solanas, B. Rodríguez-Roca, P. J. Satústegui-Dordá, y F. Urcola-Pardo, «An evaluation of undergraduate student nurses’ gameful experience while playing an escape room game as part of a community health nursing course», Nurse Education Today, vol. 103, p. 104948, 2021, doi: https://doi.org/10.1016/j.nedt.2021.104948.Anguas-Gracia, A., Subirón-Valera, A. B., Antón-Solanas, I., Rodríguez-Roca, B., Satústegui-Dordá, P. J., & Urcola-Pardo, F. (2021). An evaluation of undergraduate student nurses’ gameful experience while playing an escape room game as part of a community health nursing course. Nurse Education Today, 103, 104948. https://doi.org/10.1016/j.nedt.2021.104948
O. Mata, I. Mendez, M. Aguilar, P. Ponce, y A. Molina, «A Methodology to Motivate Students to Develop Transversal Competencies in Academic Courses Based on the Theory of Planned Behavior by using Gamification and ANNs», en 2019 IEEE Tenth International Conference on Technology for Education (T4E), Goa, India: IEEE, dic. 2019, pp. 174-177. doi: 10.1109/T4E.2019.00041.Mata, O., Mendez, I., Aguilar, M., Ponce, P., & Molina, A. (2019). A Methodology to Motivate Students to Develop Transversal Competencies in Academic Courses Based on the Theory of Planned Behavior by using Gamification and ANNs. 2019 IEEE Tenth International Conference on Technology for Education (T4E), 174–177. https://doi.org/10.1109/T4E.2019.00041
F. L. Khaleel, N. S. Ashaari, T. S. M. T. Wook, y A. Ismail, «Methodology for developing gamification-based learning programming language framework», en 2017 6th International Conference on Electrical Engineering and Informatics (ICEEI), Langkawi: IEEE, nov. 2017, pp. 1-6. doi: 10.1109/ICEEI.2017.8312378.Khaleel, F. L., Ashaari, N. S., Wook, T. S. M. T., & Ismail, A. (2017). Methodology for developing gamification-based learning programming language framework. 2017 6th International Conference on Electrical Engineering and Informatics (ICEEI), 1–6. https://doi.org/10.1109/ICEEI.2017.8312378
T. C. dos Santos y R. B. Parizi, «Gamification and Project-Based Learning as Software Quality Teaching Methodologies», en 2019 38th International Conference of the Chilean Computer Science Society (SCCC), Concepcion, Chile: IEEE, nov. 2019, pp. 1-6. doi: 10.1109/SCCC49216.2019.8966397.dos Santos, T. C., & Parizi, R. B. (2019). Gamification and Project-Based Learning as Software Quality Teaching Methodologies. 2019 38th International Conference of the Chilean Computer Science Society (SCCC), 1–6. https://doi.org/10.1109/SCCC49216.2019.8966397
S. A. Andrade Freitas, A. R. T. Lacerda, P. M. R. O. Calado, T. S. Lima, y E. Dias Canedo, «Gamification in education: A methodology to identify student’s profile», en 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN: IEEE, oct. 2017, pp. 1-8. doi: 10.1109/FIE.2017.8190499.. Gamification in education: A methodology to identify student’s profile. 2017 IEEE Frontiers in Education Conference (FIE), 1–8. https://doi.org/10.1109/FIE.2017.8190499
J. L. Farbiarz, A. Farbiarz, G. Xavier, y C. M. Dias, «Gamification for Graphic Education: A Case Study on Innovative Methodology», en Videogame Sciences and Arts, Springer, Cham, 2019, pp. 208-219. doi: 10.1007/978-3-030-37983-4_16.Farbiarz, J. L., Farbiarz, A., Xavier, G., & Dias, C. M. (2019). Gamification for Graphic Education: A Case Study on Innovative Methodology. Videogame Sciences and Arts, 208–219. https://doi.org/10.1007/978-3-030-37983-4_16
R. Al-Azawi, S. A. Joe, M. Al-Obaidy, y J. Westlake, «The Use of Gamification Technique in Agile Development Methodology», en Learning Technology for Education Challenges, Springer, Cham, 2019, pp. 3-13. doi: 10.1007/978-3-030-20798-4_1.
S. Papadakis y M. Kalogiannakis, «Using Gamification for Supporting an Introductory Programming Course. The Case of ClassCraft in a Secondary Education Classroom», en Interactivity, Game Creation, Design, Learning, and Innovation, Springer, Cham, 2018, pp. 366-375. doi: 10.1007/978-3-319-76908-0_35.Papadakis, S., & Kalogiannakis, M. (2018). Using Gamification for Supporting an Introductory Programming Course. The Case of ClassCraft in a Secondary Education Classroom. Interactivity, Game Creation, Design, Learning, and Innovation, 366–375. https://doi.org/10.1007/978-3-319-76908-0_35
D. Jiménez-Rodríguez, T. Belmonte Garcia, y V. Arizo Luque, «Perception of nursing students about the implementation of GREENS© methodology in nursing studies», Nurse Education Today, vol. 92, p. 104495, sep. 2020, doi: 10.1016/j.nedt.2020.104495.Jiménez-Rodríguez, D., Belmonte Garcia, T., & Arizo Luque, V. (2020). Perception of nursing students about the implementation of GREENS© methodology in nursing studies. Nurse Education Today, 92, 104495. https://doi.org/10.1016/j.nedt.2020.104495
F. Yllana-Prieto, D. González-Gómez, y J. S. Jeong, «Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses», Heliyon, vol. 9, n.º 1, Art. n.º 1, ene. 2023, doi: 10.1016/j.heliyon.2023.e12795.Yllana-Prieto, F., González-Gómez, D., & Jeong, J. S. (2023). Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses. Heliyon, 9(1), e12795. https://doi.org/10.1016/j.heliyon.2023.e12795
S. Mirri, C. Prandi, N. Parisini, M. Amico, M. Bracuto, y P. Salomoni, «User-driven and open innovation as app design tools for high school students», en 2018 IEEE 29th Annual International Symposium on Personal, Indoor and Mobile Radio Communications (PIMRC), Bologna: IEEE, sep. 2018, pp. 6-10. doi: 10.1109/PIMRC.2018.8580855.Mirri, S., Prandi, C., Parisini, N., Amico, M., Bracuto, M., & Salomoni, P. (2018). User-driven and open innovation as app design tools for high school students. 2018 IEEE 29th Annual International Symposium on Personal, Indoor and Mobile Radio Communications (PIMRC), 6–10. https://doi.org/10.1109/PIMRC.2018.8580855
E. Carvalho, A. Eusebio, G. Ranoya, C. Araujo, y G. Ramalho, «A Proposal For Micromanagement Of People Through Rpg Cards In Education For Innovation», en 2022 IEEE Global Engineering Education Conference (EDUCON), Tunis, Tunisia: IEEE, mar. 2022, pp. 822-828. doi: 10.1109/EDUCON52537.2022.9766495.Carvalho, E., Eusebio, A., Ranoya, G., Araujo, C., & Ramalho, G. (2022). A Proposal For Micromanagement Of People Through Rpg Cards In Education For Innovation. 2022 IEEE Global Engineering Education Conference (EDUCON), 822–828. https://doi.org/10.1109/EDUCON52537.2022.9766495
M. Tejada-Castro, M. Aguirre-Munizaga, E. Yerovi-Ricaurte, L. Ortega-Ponce, O. Contreras-Gorotiza, y G. Mantilla-Saltos, «Funprog: A Gamification-Based Platform for Higher Education», en Technologies and Innovation, Springer, Cham, 2018, pp. 255-268. doi: 10.1007/978-3-030-00940-3_19.Tejada-Castro, M., Aguirre-Munizaga, M., Yerovi-Ricaurte, E., Ortega-Ponce, L., Contreras-Gorotiza, O., & Mantilla-Saltos, G. (2018). Funprog: A Gamification-Based Platform for Higher Education. Technologies and Innovation, 255–268. https://doi.org/10.1007/978-3-030-00940-3_19
C. Páez-Quinde, D. Morocho-Lara, A. Chasipanta-Nieves, y X. Sulca-Guale, «Gamification Tools as a Learning Strategy in Virtual Classes in University Students: Elemental Education Major Case Study», en Technologies and Innovation, Springer, Cham, 2021, pp. 95-106. doi: 10.1007/978-3-030-88262-4_7.Páez-Quinde, C., Morocho-Lara, D., Chasipanta-Nieves, A., & Sulca-Guale, X. (2021). Gamification Tools as a Learning Strategy in Virtual Classes in University Students: Elemental Education Major Case Study. Technologies and Innovation, 95–106. https://doi.org/10.1007/978-3-030-88262-4_7
Z. Yordanova, «Educational Innovations and Gamification for Fostering Training and Testing in Software Implementation Projects», en Software Business, Springer, Cham, 2019, pp. 293-305. doi: 10.1007/978-3-030-33742-1_23.Yordanova, Z. (2019). Educational Innovations and Gamification for Fostering Training and Testing in Software Implementation Projects. Software Business, 293–305. https://doi.org/10.1007/978-3-030-33742-1_23
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