Multimodalidad como estrategia de formación docente en redes sociales:: acción didáctica en la gamificación

Laura Rayon-Rumayor; Carlos Barroso-Moreno; Giulia Meneghel; Jose Hernández-Ortega

doi:10.6018/reifop.715861

Autores/as

Laura Rayon-Rumayor 913946171 https://orcid.org/0000-0003-0339-8221
Carlos Barroso-Moreno Universidad Complutense de Madrid https://orcid.org/0000-0002-1609-2267
Giulia Meneghel Universidad Complutense de Madrid https://orcid.org/0009-0006-6380-8535
Jose Hernández-Ortega Universidad Complutense de Madrid https://orcid.org/0000-0003-3556-5688

DOI: https://doi.org/10.6018/reifop.715861

Palabras clave: Formación docente, gamificación, Multimodalidad, Redes sociales

Agencias de apoyo

AGENCIA ESTATAL DE INVESTIGACION
Ministerio de Ciencia Innovación y Universidades

Resumen

La gamificación se ha consolidado como una de las metodologías con mayor presencia en el ecosistema digital educativo, debido a su potencial demostrativo y formatos fácilmente compartibles. El objetivo es determinar los comportamientos y las configuraciones multimodales de las publicaciones de gamificación del profesorado en X, Instagram y TikTok, atendiendo a etapa educativa, género y tipo de contenido. La metodología mixta combina técnicas de Big Data (N=189.414 publicaciones) y análisis de contenido manual de un corpus de publicaciones docentes más virales (N=189; 35 X, 86 Instagram y 68 TikTok). Los resultados muestran que la actividad se concentra en Educación Primaria (60,47%), seguida de Educación Secundaria y Bachillerato (25,00%), con patrones de género diferenciados por etapa, mayor presencia masculina en la Educación Universitaria. La multimodalidad está prácticamente omnipresente y se ajusta a las posibilidades expresivas de cada plataforma: predomina en Instagram con un 77,64% de “Me gusta”, especialmente texto+carrusel, con un 49,42% de publicaciones; en TikTok aparece con un 20,97%, exclusivamente definida por texto+vídeo y en X, con un 10,47%, se conforma bajo texto+imagen. Destaca la acción docente orientada a la aplicación de recursos con un 70,35% de publicaciones, y asociada a formatos visuales complejos, lo que configura las redes como repositorios prácticos de recursos y sugiere tensiones entre aplicabilidad inmediata, validación pedagógica y formación crítica.

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Biografía del autor/a

Laura Rayon-Rumayor, 913946171

Profesora Titular en la UAH hasta octubre de 2020, con cuatro quinquenios de docencia, el último evaluado "Muy Favorable, destacado". Obtiene resolución positiva en el Programa de Movilidad de Excelencia de la Universidad Complutense de Madrid (UCM-2019), donde actualmente se desempeña como profesora Titular de Universidad en el Departamento de Estudios Educativos. La trayectoria científica desarrollada se origina en el campo de la Formación del Profesorado, el desarrollo tecnológico y las desigualdades en la educación, con una Beca FPI-UCM en el extinto Departamento de Didáctica y Organización Escolar de la UCM. Pertenece al grupo consolidado de investigación de la UCM titulado: Desarrollo tecnológico, exclusión sociocultural y educación (Referencia 941445), con la evaluación de positivo por la Agencia Estatal de Investigación (17 de julio, 2018). Los principales logros obtenidos son el resultado de proyectos de investigación en los que he participado como miembro del equipo, y en otros como Investigador principal, todos ellos financiados. Profesora Invitada, en el Departament of Social Science, Loughborough University (Reino Unido), en la Cátedra del Profesor David Buckingham, en el 2013.

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