Gamification: methodology for the development of specific and transversal competences in pre-service teachers
Abstract
The development of students’ competences is one of the central focuses of our current educational system. There is an obvious need to provide society with resources and skills that allow them to cope with the demands of academic, working and social contexts with fluency and efficiency. This need is channelled through teaching methods that facilitate the development of competences and make educational processes more dynamic. The objective of this study is to know the perception of students, who are studying the Degree in Teaching in Infant Education and the Degree in Teaching in Primary Education (N=95), about their competence development through a gamified educational experience. For this purpose, a qualitative analysis of the opinions collected in learning diaries is carried out through the grounded theory. The study shows that gamification is effective for the acquisition and development of specific and transversal competences related to the history of Spanish education, among which communication and social skills, teamwork and time management skills stand out. The conclusions indicate this gamified experience is an example of a conscious education, which respects the learning rhythms of the students, encourages metacognition and promotes their involvement in the construction of their own knowledge.
Keywords
gamification, competences, higher education, qualitative research, teacher training, grounded theoryReferences
ALSAWAIER, R. S. (2018). The Effect of Gamification on Motivation and Engagement. International Journal of Information and Learning Technology, 35(1), 56-79. https://doi.org/10.1108/IJILT-02-2017-0009
ÁLVAREZ-MARTÍNEZ, J. M., MOLINA-SAORÍN, J., MIRALLES-MARTÍNEZ, P. y TRIGUEROS-CANO, F. J. (2021). Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils. Sustainability, 13(4), 2299.
ANGELINI, M. L. y GARCÍA-CARBONELL, A. (2014). Análisis cualitativo sobre simulación telemática como estrategia para el aprendizaje de lenguas. Revista Iberoamericana de Educación, 64(2), 1-15. https://doi.org/10.35362/rie642366
ANGELINI, M. L. y GARCÍA-CARBONELL, A. (2019). Enhancing students’ written production in English through flipped lessons and simulations. International Journal of Educational Technology in Higher Education, 16(1), 1-19. https://doi.org/10.1186/s41239-019-0131-8
ARGUDÍN, Y. (2015). Educación basada en competencias. Revista Magistralis, 1(20), 39-61. http://hdl.handle.net/20.500.11777/521.
Atlas.ti (8) [Software] (2020). https://atlasti.com/video-tutorials/atlas-ti-8-windows-espanol/.
BIGGS, J. B. (2006). Calidad del aprendizaje universitario. 3.ª ed. Narcea.
CALISAYA, J., YANA, M., PINEDA, J., ADCO, H., YANA, N. y HUANCA, J. W. (2022). Inteligencias múltiples y competencias básicas en educación universitaria: Horizontes. Revista de Investigación en Ciencias de la Educación, 6(24), 1010-1022. https://doi.org/10.33996/revistahorizontes.v6i24.393
CASCANTE, M. E. y GRANADOS, R. (2018). La gamificación como recurso didáctico para la enseñanza de la historia. Perspectivas, 17, 1-22. https://doi.org/10.15359/rp.17.2
CHARMAZ, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. SAGE Publications.
CONTRERAS, R. S. y EGUIA, J. L. (2016). Gamificación en aulas universitarias. Institut de la Comunicació. Universitat Autònoma de Barcelona.
CROOKALL, D. (2022). Debriefing: A Practical Guide. En M. L. ANGELINI y R. MUNIZ CALDERON (Eds.), Simulation for Participatory Education: Virtual Exchange and Worldwide Collaboration. Springer. [Manuscrito presentado para su publicación.]
CROOKALL, D. y THORNGATE, W. (2009). Acting, Knowing, Learning, Simulating, Gaming. Simulation and Gaming, 40(1), 8-26. https://doi.org/10.1177/1046878108330364
DETERDING, S., DIXON, D., KHALED, R. y NACKE, L. (2011). From game design elements to gamefulness: Defining “gamification”. En A. LUGMAYR, H. FRANSSILA, C. SAFRAN e I. HAMMOUDA (Eds.), Actas de 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). Association for Computing Machinery.
FANG, J. y O’TOOLE, J. (2023). Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis. The International Journal of Management Education, 21(1), 100749. https://doi.org/10.1016/j.ijme.2022.100749
GARCÍA-CARBONELL, A., WATTS, F. I. y ANDREU-ANDRÉS, M. A. (2012). Simulación telemática como experiencia de aprendizaje de la lengua inglesa. Revista de Docencia Universitaria, 10(3), 301-323. https://doi.org/10.4995/redu.2012.6025
GARCÍA-LÁZARO, I. (2019). Escape Room como propuesta de gamificación en educación. Hekademos: Revista Educativa Digital, 27, 71-79. https://hekademos.com/index.php/hekademos/article/view/17.
GLASER, B. G. y STRAUSS, A. L. (1967). The discovery of Grounded Theory. Aldine.
HUGHSON, T. A. y WOOD, B. E. (2022). The OECD Learning Compass 2030 and the future of disciplinary learning: A Bernsteinian critique. Journal of Education Policy, 37(4), 634-654. https://doi.org/10.1080/02680939.2020.1865573
ISTVAN, G. (2013). Ready, study, share: An inquiry into the didactic approach of gamification with a special view to the possible application in higher education. European Scientific Journal, 9(19), 341-355.
KALOGIANNAKIS, M., PAPADAKIS, S. y ZOURMPAKIS, A. I. (2021). Gamification in Science Education: A Systematic Review of the Literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
KRIZ, W. C. y HENSE, J. U. (2006). Theory-oriented evaluation for the design of and research in gaming and simulation. Simulation & Gaming, 37(2), 268-283. https://doi.org/10.1177/1046878106287950
LIGHT, R. L. y CURRY, C. (Eds.) (2021). Game Sense for Teaching and Coaching: International Perspectives. Routledge.
LOBO-RUEDA, M. A., PABA-MEDINA, M. C. y TORRES-BARRETO, M. L. (2020). Análisis descriptivo de experiencias gamificadas para enseñanza y aprendizaje en educación superior en ingeniería. Revista Espacios, 41(16). https://www.revistaespacios.com/a20v41n16/20411621.html.
LOMLOE (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340 (30 de diciembre), 122868-122953.
LOONEY, J., O’SHEA, M., STARING, F., VICENTINI, L., WIŚNIEWSKI, J., HOUGAARD, K. F. y DAY, L. (2022). Key competences for all: Policy design and implementation in European school education. European Commission. https://hdl.handle.net/11162/236446.
MARCZEWSKI, A. (2017). The ethics of gamification. XRDS: Crossroads. The ACM Magazine for Students, 24(1), 56-59. https://doi.org/10.1145/3123756
MARÍN-ZAPATA, S. I., ROMÁN-CALDERÓN, J. P., ROBLEDO-ARDILA, C. y JARAMILLO-SERNA, M. A. (2022). Soft skills, do we know what we are talking about? Review of Managerial Science, 16(4), 969-1000. https://doi.org/10.1007/s11846-021-00474-9
MORALES, P. (2012). El profesor en la era de las competencias. En I. MUÑOZ SAN ROQUE (Eds.), El Espacio Europeo de Educación Superior ¿un cambio deseable para la Universidad?: Algunas experiencias de innovación docente en la titulación de Administración y Dirección de Empresas en ICAI-ICADE COMILLAS (pp. 23-46). Universidad Pontificia Comillas.
MURILLO, L. R., SÁNCHEZ, J. Á. L., GODOY-CABALLERO, A. L. y MUÑOZ, C. B. (2021). Gamification and active learning in higher education: Is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education, 18(1), 1-27. https://doi.org/10.1186/s41239-021-00249-y
OECD (2018). The Future of Educations and Skill. OECD Publishing. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
OECD (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
PÁRAMO, D. (2015). La teoría fundamentada (Grounded Theory), metodología cualitativa de investigación científica [Editorial]. Pensamiento y gestión, 1(39), 1-7. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-62762015000200001.
PARICIO, J. (2020, 23 de enero). Scholarship of teaching and learning (SoLTL) [Ponencia]. Instituto de Ciencias de la Educación (INED). Universitat Politècnica de València.
PARICIO, J., FERNÁNDEZ, A. y FERNÁNDEZ, I. (Eds.) (2019). Cartografía de la buena docencia universitaria: Un marco para el desarrollo del profesorado basado en la investigación. Narcea.
PÉREZ, Y. y POOLE, P. (2019). Making language real: Developing communicative and professional competences through global simulation. Simulation & Gaming, 50(6), 725-753. https://doi.org/10.1177/1046878119869756
PERNALETE, J., ODOR, Y. y ROSALES, J. (2022). El pensamiento crítico en el contexto universitario: Una vertiente del aprendizaje basado en problemas. Warisata: Revista de Educación, 4(10), 34-54. https://doi.org/10.33996/warisata.v4i10.785
PERONARD, M. (2005). La metacognición como herramienta didáctica. Revista Signos, 38(57), 61-74. https://doi.org/10.4067/S0718-09342005000100005
PETRANEK, C. F. (2000). Written debriefing: The next vital step in learning with simulations. Simulation & Gaming, 31(1), 108-118. https://doi.org/10.1177/104687810003100111
PIVEC, M., DZIABENKO, O. y SCHINNERL, I. (2003). Aspects of game-based learning. En H. MAURER y K. TOCHTERMANN (Eds.), Actas del 3rd International Conference on Knowledge Management (pp. 216-225). Institute of Interactive Systems and Data Science.
PRIETO, M., MIJARES, B. y LLORENT, V. (2022). Competencias profesionales en docentes universitarios del programa ciencias económicas y sociales. Negotium: Revista de Ciencias Gerenciales, 24, 161-180.
PRIETO-ANDREU. J. M. (2023). Metaanálisis sobre experiencias didácticas gamificadas en Educación Física. Revista Complutense de Educación, 34(1), 179-190. https://dx.doi.org/10.5209/rced.77254
ROMERO-RODRÍGUEZ, L. M., TORRES-TOUKOUMIDIS, Á. y AGUADED, I. (2017). Ludificación y educación para la ciudadanía: Revisión de las experiencias significativas. Educar, 53(1), 109-128. https://doi.org/10.5565/rev/educar.846
SEABORN, K. y FELS, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006
SHUMAN, L. J., BESTERFIELD‐SACRE, M. y MCGOURTY, J. (2005). The ABET “professional skills”—Can they be taught? Can they be assessed? Journal of engineering education, 94(1), 41-55. https://doi.org/10.1002/j.2168-9830.2005.tb00828.x
SIERRA-DAZA, M. C. y FERNÁNDEZ-SÁNCHEZ, M. R. (2019). Gamificando el aula universitaria: Análisis de una experiencia de Escape Room en educación superior. Revista de Estudios y Experiencias en Educación, 18(36), 105-115. https://doi.org/10.21703/rexe.20191836sierra15
TANNER, K. D. (2017). Promoting student metacognition. CBE: Life Sciences Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033
TEIXES, F. (2015). Gamificación: Fundamentos y aplicaciones, vol. 7. Editorial UOC.
VALLÉS, M. (1997). Técnicas cualitativas de investigación social: Reflexión metodológica y práctica profesional. Editorial Síntesis.
WATTS, F., GARCÍA-CARBONELL, A. y RISING, B. (2011). Student perceptions of collaborative work in telematic simulation. Journal of Simulation/Gaming for Learning and Development, 1(1), 1-12. http://hdl.handle.net/10251/63341.
WATTS, F., GARCÍA-CARBONELL, A. y ANDREU-ANDRÉS, M. A. (2013). Innovation competencies development: INCODE Barometer and user guide. Turku University of Applied Sciences.
WHEELER, R. E. (2016). Soft Skills - The Importance of Cultivating Emotional Intelligence. AALL Spectrum, 28(20). https://scholarship.law.bu.edu/faculty_scholarship/130.
YAP, J. S. y TAN, J. (2022). Lifelong learning competencies among chemical engineering students at Monash University Malaysia during the COVID-19 pandemic. Education for Chemical Engineers, 38, 60-69. https://doi.org/10.1016/j.ece.2021.10.004
ZABALZA, M. A. (2004). Diarios de clase: Un instrumento de investigación y desarrollo profesional. 3.ª ed. Narcea.
ZABALZA, M. Á. y LODEIRO, L. (2019). El desafío de evaluar por competencias en la universidad: Reflexiones y experiencias prácticas. Revista Iberoamericana de Evaluación Educativa, 12(2), 29-48. https://doi.org/10.15366/riee2019.12.2.002
Published
Downloads
Copyright (c) 2023 Esther Edo Agustín
This work is licensed under a Creative Commons Attribution 4.0 International License.
