Paisajes de aprendizaje gamificados en tiempos de coronavirus

el estudio de un caso

Autores/as

DOI: https://doi.org/10.6018/red.439981
Palabras clave: Gamificación, paisajes de aprendizaje, inclusión, covid-19, estudio de caso

Resumen

La COVID-19 ha generado un escenario educativo inesperado en el que la educación a distancia se ha convertido una realidad en todas las etapas educativas. No obstante, atender a todo el alumnado debe seguir siendo una prioridad docente. Este estudio de caso examina el efecto generado por el uso de un paisaje de aprendizaje gamificado (PdAG) sobre alumnado de tercero y cuarto de primaria. El estudio se acomete mediante una metodología mixta que analiza cuantitativamente los datos de participación del alumnado (n=138) y cualitativamente la percepción de la docente implicada a través de una entrevista. Los resultados cuantitativos, evidencian diferencias estadísticamente significativas en la participación del alumnado durante las semanas que se utilizó el PdAG. Además, la entrevista muestra cuatro categorías sobre las que se conforma la percepción de la docente sobre la intervención: inclusión, participación, motivación y reto personal. En conclusión, el estudio desvela que los PdAG pueden ser una herramienta útil para favorecer la educación inclusiva, aumentar la participación del alumnado e incrementar su motivación; y aporta información de calado susceptible de ser transferida a otros contextos a fin de mejorar las experiencias de educación a distancia garantizando la atención a todo el alumnado.

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Citas

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Publicado
19-09-2020
Cómo citar
Salvador-García, C. (2020). Paisajes de aprendizaje gamificados en tiempos de coronavirus: el estudio de un caso. Revista De Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.439981