Utilidad de las estrategias de gamificación para la enseñanza de matemáticas: Percepciones del profesorado de educación secundaria de Andalucía
Tipo de documento
Autores
Lista de autores
Cimas, Jaime G.
Resumen
El uso de la gamificación se ha extendido en la enseñanza de las matemáticas, lo que se refleja en el creciente número de estudios que examinan cómo esta repercute en la mejora de las competencias matemáticas y cómo los estudiantes responden a su implementación. Sin embargo, la investigación es limitada en cuanto a las opiniones docentes. Este estudio explora las percepciones del profesorado de matemáticas de secundaria de Andalucía acerca de la utilidad de la gamificación. Los resultados muestran una actitud positiva generalizada, revelan la falta de formación docente en gamificación y animan a seguir investigando en el ámbito.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Aldemir, T., Celik, B., y Kaplan, G. (2018). A Qualitative Investigation of Student Perceptions of Game Elements in a Gamified Course. Computers in Human Behavior, 78, 235– 254. https://doi.org/10.1016/j.chb.2017.10.001 Behl, A., Sheorey, P., Pal, A., Veetil, A. K. V., y Singh, S. R. (2020). Gamification in e-Com-merce: A Comprehensive Review of Literature. Journal of Electronic Commerce in Or- ganizations, 18(2), 1–16. https://doi.org/10.4018/JECO.2020040101 Bogost, I. (2011, August 8). Gamification is Bullshit: My Position Statement at the Wharton Gamification Symposium. bogost.com. Recuperado de https://bit.ly/3Gkc9I6 Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguz-Aflecht, G., Pongsakdi, N., Laakkonen, E., y Lehtinen, E. (2019). Effects of a Mathematics Game- Based Learning Environment on Primary School Students’Adaptive Number Knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011 Brigham, J. (2019). Can Games Work for You? Teacher Perceptions of Gamification in Mathematics Grades 6-8 (Tesis doctoral). Kennesaw State University, Kennesaw. Recu- perado de https://bit.ly/3sc2Ghk Bruder, P. (2015). GAME ON: Gamification in the Classroom. The Education Digest, 80(7), 56–60. Cheong, C., Filippou, J., y Cheong, F. (2014). Towards the Gamification of Learning: Investigating Student Perceptions of Game Elements. Journal of Information Systems Educa- tion, 25(3), 233–244. Recuperado de https://bit.ly/34mrFWW Cózar-Gutiérrez, R., y Sáez-López, J. M. (2016). Game-Based Learning and Gamification in Initial Teacher Training in the Social Sciences: An Experiment with MinecraftEdu. In- ternational Journal of Educational Technology in Higher Education, 13(2), 1–11. https:// doi.org/10.1186/s41239-016-0003-4 della Porta, D., y Keating, M. (2013). ¿Cuántos enfoques hay en ciencias sociales? Introducción epistemológica. En D. della Porta y M. Keating (Eds.), Enfoques y metodologías en las ciencias sociales. Una perspectiva pluralista (pp. 31–51). Madrid: Ediciones Akal. Díaz, E., y Ángel, I. (2021). Aprendizaje en las matemáticas. La gamificación como nueva herramienta pedagógica. Revista de Investigación en Ciencias de la Educación HORI- ZONTES, 5(17), 311–326. Recuperado de https://bit.ly/3sbVnGq Fahoome, G., y Sawilowsky, S. S. (2000). Review of Twenty Nonparametric Statistics and their Large Sample Approximations. Comunicacion presentada en el Annual Meeting of the American Educational Research Association (New Orleans, LA, abril 24-28, 2000) (pp. 1–42). Washington: AERA. Recuperado de https://bit.ly/3gqRlUN Fithriani, R. (2021). The Utilization of Mobile-Assisted Gamification for Vocabulary Learning: Its Efficacy and Perceived Benefits. Computer Assisted Language Learning Elec- tronic Journal (CALL-EJ), 22(3), 146–163. Recuperado de https://bit.ly/39UbHm6 Flores-Tena, M. J., Ortega-Navas, M. del C., y Sánchez-Fuster, M. C. (2021). Las nuevas tecnologías como estrategias innovadoras de enseñanza-aprendizaje en la era digital. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(1), 29–42. https://doi. org/10.6018/reifop.406051 Godoy-Cedeño, C. E., Abad-Escalante, K. M., y Torres-Caceres, F. del S. (2020). Gamificación en el desarrollo del pensamiento lógico matemático en universitarios. 3C TIC: Cuadernos de desarrollo aplicados a las TIC, 9(3), 107–145. https://doi.org/10.17993/3 ctic.2020.93.107-145 Hamari, J. (2017). Do Badges Increase User Activity? A Field Experiment on the Effects of Gamification. Computers in Human Behavior, 71, 469–478. https://doi.org/10.1016/j. chb.2015.03.036 Hernández-Ávila, C. E., y Carpio, N. (2019). Introducción a los tipos de muestreo. Revista ALERTA, 2(1), 75–79. https://doi.org/10.5377/alerta.v2i1.7535 Jabbar, A. I. A., y Felicia, P. (2015). Gameplay Engagement and Learning in Game-Ba-sed Learning: A Systematic Review. Review of Educational Research, 85(4), 740–779. https://doi.org/10.3102/0034654315577210 Kapp, K. M., Blair, L., y Mesch, R. (2013). The Gamification of Learning and Instruction. Fieldbook. Ideas into Practice. San Francisco: Wiley. Karakoç, B., Eryılmaz, K., Özpolat, E. T., y Yıldırım, İ. (2020). The Effect of Game-Based Learning on Student Achievement: A Meta-Analysis Study. Technology, Knowledge and Learning, 1–16. https://doi.org/10.1007/s10758-020-09471-5 Lister, M. C. (2015). Gamification: The Effect on Student Motivation and Performance at the Post-Secondary Level. Issues and Trends in Educational Technology, 3(2), 1–22. Recu- perado de https://bit.ly/34rL1tt Lo, C. K., y Hew, K. F. (2020). A Comparison of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study: The Effects on Students’ Mathema- tics Achievement and Cognitive Engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910 Lowensteyn, I., Berberian, V., Berger, C., Da Costa, D., Joseph, L., y Grover, S. A. (2019). The Sustainability of a Workplace Wellness Program that Incorporates Gamification Prin- ciples: Participant Engagement and Health Benefits after 2 Years. American Journal of Health Promotion, 33(6), 850–858. https://doi.org/10.1177/0890117118823165 Martín-Hierro, L., y Pastor-Seller, E. (2020). El aprendizaje basado en el juego como herramienta socioeducativa en contextos comunitarios vulnerables. Revista Prisma Social, (3), 88–114. Recuperado de https://bit.ly/3Gk4RUV Observatorio de Innovación Educativa del Tecnológico de Monterrey. (2016). Gamificación. Monterrey: EduTrends. Recuperado de https://bit.ly/35lO8DO Palacios-Hidalgo, F. J. (en prensa). Math Teachers’ Perceptions about Gamification Strate- gies: An Exploratory Study in the Spanish Context. En C. A. Huertas-Abril, E. Fernán- dez-Ahumada, y N. Adamuz-Povedano (Eds.), International Approaches and Practices for Gamifying Mathematics (pp. 1–25). Hershey: IGI Global. Papp, T. A. (2017). Gamification Effects on Motivation and Learning: Application to Primary and College Students. International Journal for Cross-Disciplinary Subjects in Educa- tion, 8(3), 3193–3201. Recuperado de https://bit.ly/3ANWijS Putz, L.-M., Hofbauer, F., y Treiblmaier, H. (2020). Can Gamification Help to Improve Education? Findings from a Longitudinal Study. Computers in Human Behavior, 110, 1–12. https://doi.org/10.1016/j.chb.2020.106392 Razali, N. M., y Wah, Y. B. (2011). Power Comparisons of Shapiro-Wilk, Kolmogorov-Smir-nov, Lilliefors and Anderson-Darling Tests. Journal of Statistical Modeling and Analytics, 2(1), 13–14. Recuperado de https://bit.ly/3rj1gC7 Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., y Li, J. (2021). A Meta-Analysis on the Influence of Gamification in Formal Educational Settings on Affective and Behavioral Outcomes. Educational Technology Research and De- velopment, 69, 2493–2522. https://doi.org/10.1007/s11423-021-10036-1 Robertson, M. (2010, November 10). Can’t Play, Won’t Play. Kotaku [Blog Post]. Recuperado de https://bit.ly/3GkAduB Sailer, M., y Homner, L. (2020). The Gamification of Learning: A Meta-Analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w Siew, P. H. (2018). Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital Game-Based Learning. Educational Technology & Society, 21(4), 259–276. https://doi.org/10.2307/26511553 Stranger-Johannessen, E. (2018). Exploring Math Achievement through Gamified Virtual Reality. En V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, y M. Scheffel (Eds.), Proceedings of the 13th European Conference on Technology-Enhanced Learning 3-6 September 2018, Leeds, United Kingdom (pp. 613–616). Cham: Springer. https://doi.org/10.1007/978-3-319-98572-5_57 van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., y Georgiadis, J. R. (2021). Gamification of Health Professions Education: A Systematic Review. Advances in Health Sciences Education, 26, 683–711. https://doi. org/10.1007/s10459-020-10000-3 Vélez-Osorio, I. M. (2016). La gamificación en el aprendizaje de los estudiantes universitarios. Rastros Rostros, 18(33), 27–38. https://doi.org/10.16925/ra.v18i33.1683 Werbach, K. (2014). (Re)Defining Gamification: A Process Approach. En A. Spagnolli, L. Chittaro, y L. Gamberini (Eds.), Persuasive Technology (pp. 266–272). Cham: Springer. https://doi.org/10.1007/978-3-319-07127-5_23 Xu, F., Weber, J., y Buhalis, D. (2014). Gamification in Tourism. En Z. Xiang y I. Tussyadiah (Eds.), Proceedings of the International Conference on Information and Communication Technologies in Tourism in Dublin, Ireland, January 21-24, 2014 (pp. 525–537). Cham: Springer. https://doi.org/10.1007/978-3-319-03973-2_38 Yıldırım, İ. (2017). The Effects of Gamification-Based Teaching Practices on Student Achievement and Students’ Attitudes toward Lessons. Internet and Higher Education, 33, 86– 92. https://doi.org/10.1016/j.iheduc.2017.02.002 Yıldırım, İ., y Şen, S. (2021). The Effects of Gamification on Students’ Academic Achievement: A Meta-Analysis Study. Interactive Learning Environments, 29(8), 1301–1318. https://doi.org/10.1080/10494820.2019.1636089 Zaharin, F. Z., Abd Karim, N. S., Adenan, N. H., Md Junus, N. W., Tarmizi, R. A., Abd Hamid, N. Z., y Abd Latib, L. (2021). Gamification in Mathematics: Students’ Percep- tions in Learning Perimeter and Area. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11, 72–80. https://doi.org/10.37134/jpsmm.vol11.sp.7.2021 Zhu, W. (2016). p < 0.05, < 0.01, < 0.001, < 0.0001, < 0.00001, < 0.000001, or <0.0000001. Journal of Sport and Health Science, 5(1), 77–79. https://doi.org/10.1016/J. JSHS.2016.01.019