Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19
Descripción del Articulo
The objective was to determine the correlation between gamification and motivation. It was developed through quantitative, non-experimental and correlational research. We worked with a census population of 253 students of regular basic education. To obtain data, the Gamification Observation Guide by...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2021 |
| Institución: | Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| Repositorio: | Revista Innova Educación |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:ojs2.revistainnovaeducacion.com:article/166 |
| Enlace del recurso: | https://revistainnovaeducacion.com/index.php/rie/article/view/166 |
| Nivel de acceso: | acceso abierto |
| Materia: | competencias digitales COVID-19 gamificación motivación pandemia educación educación secundaria digital skills gamification motivation pandemic education secondary education habilidades digitais gamificação motivação educação ensino médio |
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Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 La gamificación como respuesta desafiante para motivar las clases en educación secundaria en el contexto de COVID-19 A gamificação como uma resposta desafiadora para motivar turmas no ensino médio no contexto do COVID-19 |
| title |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| spellingShingle |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 Villarroel, Rosmery competencias digitales COVID-19 gamificación motivación pandemia educación educación secundaria digital skills COVID-19 gamification motivation pandemic education secondary education habilidades digitais COVID-19 gamificação motivação pandemia educação ensino médio |
| title_short |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| title_full |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| title_fullStr |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| title_full_unstemmed |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| title_sort |
Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19 |
| dc.creator.none.fl_str_mv |
Villarroel, Rosmery Santa María, Héctor Quispe, Vladimir Ventosilla, Danny |
| author |
Villarroel, Rosmery |
| author_facet |
Villarroel, Rosmery Santa María, Héctor Quispe, Vladimir Ventosilla, Danny |
| author_role |
author |
| author2 |
Santa María, Héctor Quispe, Vladimir Ventosilla, Danny |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
competencias digitales COVID-19 gamificación motivación pandemia educación educación secundaria digital skills COVID-19 gamification motivation pandemic education secondary education habilidades digitais COVID-19 gamificação motivação pandemia educação ensino médio |
| topic |
competencias digitales COVID-19 gamificación motivación pandemia educación educación secundaria digital skills COVID-19 gamification motivation pandemic education secondary education habilidades digitais COVID-19 gamificação motivação pandemia educação ensino médio |
| description |
The objective was to determine the correlation between gamification and motivation. It was developed through quantitative, non-experimental and correlational research. We worked with a census population of 253 students of regular basic education. To obtain data, the Gamification Observation Guide by García (2020) and the MSLQ Motivation Questionnaire by T. García et al. (1988). The results indicated that there is a very low, significant relationship of 0.025 (p value = 0.0694> 0.05). It is concluded that gamification is not related to the motivation of the students, most of the teachers, in the development of their classes, do not use digital tools - a necessary element in the delivery of classes at a distance and virtually due to the difficult situation caused by COVID-19. Likewise, teachers suffer from inexperience in handling social networks, videoconferences and online forms. |
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2021 |
| dc.date.none.fl_str_mv |
2021-01-01 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://revistainnovaeducacion.com/index.php/rie/article/view/166 10.35622/j.rie.2021.01.001 |
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https://revistainnovaeducacion.com/index.php/rie/article/view/166 |
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10.35622/j.rie.2021.01.001 |
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spa eng |
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spa eng |
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https://revistainnovaeducacion.com/index.php/rie/article/view/166/202 https://revistainnovaeducacion.com/index.php/rie/article/view/166/203 https://revistainnovaeducacion.com/index.php/rie/article/view/166/282 https://revistainnovaeducacion.com/index.php/rie/article/view/166/287 |
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Derechos de autor 2021 Rosmery Villarroel, Héctor Santa María, Vladimir Quispe, Danny Ventosilla https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Rosmery Villarroel, Héctor Santa María, Vladimir Quispe, Danny Ventosilla https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf application/pdf audio/mpeg application/pdf |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Revista Innova Educación; Vol. 3 Núm. 1 (2021); 6-19 2664-1496 2664-1488 reponame:Revista Innova Educación instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú instacron:INUDI |
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INUDI |
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Revista Innova Educación |
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Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19La gamificación como respuesta desafiante para motivar las clases en educación secundaria en el contexto de COVID-19A gamificação como uma resposta desafiadora para motivar turmas no ensino médio no contexto do COVID-19Villarroel, RosmerySanta María, HéctorQuispe, VladimirVentosilla, Dannycompetencias digitalesCOVID-19gamificaciónmotivaciónpandemiaeducacióneducación secundariadigital skillsCOVID-19gamificationmotivationpandemiceducationsecondary educationhabilidades digitaisCOVID-19gamificaçãomotivaçãopandemiaeducaçãoensino médioThe objective was to determine the correlation between gamification and motivation. It was developed through quantitative, non-experimental and correlational research. We worked with a census population of 253 students of regular basic education. To obtain data, the Gamification Observation Guide by García (2020) and the MSLQ Motivation Questionnaire by T. García et al. (1988). The results indicated that there is a very low, significant relationship of 0.025 (p value = 0.0694> 0.05). It is concluded that gamification is not related to the motivation of the students, most of the teachers, in the development of their classes, do not use digital tools - a necessary element in the delivery of classes at a distance and virtually due to the difficult situation caused by COVID-19. Likewise, teachers suffer from inexperience in handling social networks, videoconferences and online forms.El objetivo fue determinar la correlación entre la gamificación y la motivación. Se desarrolló mediante la investigación cuantitativa, no experimental y correlacional. Se trabajó con una población censal de 253 estudiantes de educación básica regular. Para la obtención de datos se aplicó la Guía de observación de gamificación de García (2020) y el Cuestionario de motivación MSLQ de T. García et al. (1988). Los resultados indicaron que existe una relación muy baja, significativa de 0.025 (valor de p = 0.0694 > 0.05). Se concluye que la gamificación no se relaciona con la motivación de los estudiantes, la mayoría de los docentes, en el desarrollo de sus clases, no emplean herramientas digitales —elemento necesario en el dictado de clases a distancia y de forma virtual por la difícil situación ocasionada por el COVID-19—. Así mismo, los docentes adolecen de impericia en el manejo de las redes sociales, videoconferencias y formularios online.O objetivo era determinar a correlação entre gamificação e motivação. Foi desenvolvido por meio de pesquisa quantitativa, não experimental e correlacional. Trabalhamos com uma população censitária de 253 alunos do ensino fundamental regular. Para obter dados, o Guia de Observação de Gamificação de García (2020) e o Questionário de Motivação MSLQ de T. García et al. (1988). Os resultados indicaram que existe uma relação significativa muito baixa de 0,025 (valor p = 0,0694> 0,05). Conclui-se que a gamificação não está relacionada à motivação dos alunos, a maioria dos professores, no desenvolvimento de suas aulas, não utiliza ferramentas digitais - elemento necessário na ministração de aulas a distância e virtualmente devido à difícil situação causado por COVID-19. Da mesma forma, os professores sofrem com a inexperiência no manuseio de redes sociais, videoconferências e formulários online.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfaudio/mpegapplication/pdfhttps://revistainnovaeducacion.com/index.php/rie/article/view/16610.35622/j.rie.2021.01.001Revista Innova Educación; Vol. 3 Núm. 1 (2021); 6-192664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/166/202https://revistainnovaeducacion.com/index.php/rie/article/view/166/203https://revistainnovaeducacion.com/index.php/rie/article/view/166/282https://revistainnovaeducacion.com/index.php/rie/article/view/166/287Derechos de autor 2021 Rosmery Villarroel, Héctor Santa María, Vladimir Quispe, Danny Ventosillahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/1662024-10-05T13:56:48Z |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
