Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional developmentEste trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional

A meta-analysis: Gamification in education

“Gamification has been used in a variety of contexts including education. In order to understand the effects of gamification in education, a meta-analysis was conducted. A bottom-up approach was used to analyze the effects of game design elements on learning outcomes found in the literature search. The result suggests that gamification can enhance student learning outcomes. Elements such as points, leaderboards, competitions, progress bars, feedback, and collaboration have medium to large effect sizes. Gamification also has larger effects on young children in elementary education than learners at other education levels. The study offers suggestions and guidelines for educators on the use of design elements in gamification”--Abstract, page iii

An Edutainment Implementation in an English Vocational Training Class

Edutainment ha sido definido como la unión entre la educación y el entretenimiento, aspectos que todo profesor querría tener en sus clases. Sin embargo, todavía no hay una implementación suficiente del enfoque para afirmar de una forma clara si es útil utilizarlo en las clases de aprendizaje de segundas lenguas o lenguas extranjeras. Este estudio tiene la ambición de contribuir a la comunidad educativa con un caso que podría ser un punto de partida para futuras investigaciones. En este trabajo se describe una investigación que duró 2 semanas en dos grupos de alumnos de 1º de un curso superior de formación profesional, donde se implementó el Edutainment en el grupo experimental y se implementaron las metodologías de Aprendizaje basado en tareas y Focus on Form en el grupo de control con la intención de comparar el desarrollo de ambos grupos e indicar cuál muestra una mayor evolución. El primer objetivo de esta investigación es averiguar si el Edutainment es una herramienta pedagógica válida para enseñar contenidos gramaticales como: comparativos y superlativos, estructuras para dar opiniones y adjetivos que terminan en -ed y -ing. El segundo objetivo es conocer la opinión de los alumnos sobre el enfoque. Los tests previos y posteriores sobre los contenidos gramaticales mostraron que el método más eficaz para aprenderlos era el Aprendizaje basado en tareas y los cuestionarios iniciales y finales revelaron que los estudiantes disfrutaban y tenían una opinión positiva sobre el Edutainment.Edutainment is defined as the marriage between education and entertainment, aspects that every teacher would like to incorporate in their lessons. However, there is still not enough implementation of this approach to conclude if it is useful when teaching a foreign language. This study aims to contribute to the educational community with a case that could be a starting point for further experimentation. This research was carried out during 2 weeks involving two groups of students from the 1st year of High Vocational Training class. Edutainment was exercised in the experimental group and Task-Based Learning and Focus on Form methodologies were implemented in a control group to compare the evolution of both groups and indicate which group shows better improvements. The first objective of this research is to find out if Edutainment is a valid pedagogical tool to teach grammar contents such as comparatives and superlatives, giving opinion structures and adjectives that end in -ed and -ing. The second objective is to gain feedback from the students about the approach. Pretests and posttests about the grammar contents showed that the most effective learning method was Task-Based Learning and the initial and final questionnaires revealed that the students enjoyed the Edutainment approach and had a positive opinion about it

Citizen Science

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development. This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio