Gamificando en tiempos de coronavirus: el estudio de un caso

el estudio de un caso

Esta es un versión antigua publicada el 31-12-2020. Consulte la versión más reciente.

Autores/as

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

Agencias de apoyo

  • Esta investigación no ha recibido ninguna subvención específica de los organismos de financiación en los sectores públicos, comerciales o sin fines de lucro.

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 una propuesta gamificada 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 la gamificación. 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 la gamificación puede ser un método 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 — Actualizado el 31-12-2020
Versiones
Cómo citar
Salvador-García, C. (2020). Gamificando en tiempos de coronavirus: el estudio de un caso: el estudio de un caso. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.439981 (Original work published 19 de septiembre de 2020)