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

Authors

Laura Rayon-Rumayor UCM 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

Keywords: Teacher Professional Development, gamificacion, Multimodality, Social media

Supporting Agencies

State Research Agency
Ministry of Science, Innovation and Universities

Abstract

Gamification has become one of the most prominent approaches in the digital education ecosystem due to its demonstrative potential and its compatibility with highly shareable social media formats. This study aims to identify teachers’ posting behaviours and the multimodal configurations through which gamification-related content circulates on X, Instagram, and TikTok, considering educational stage, sociodemographic variables, content type, and pedagogical orientation. A mixed-methods design combines Big Data techniques to collect a large dataset (N = 189,414) with a manual content analysis of a high-visibility corpus (N = 189; 35 on X, 86 on Instagram, and 68 on TikTok). Results indicate that activity concentrates in Primary Education (60.47%), followed by Secondary Education and Upper Secondary/Baccalaureate (25.00%), with stage-specific gender patterns (e.g., higher male presence in Higher Education: 4.65% vs. 1.75%). Multimodality is practically omnipresent and adapts to the expressive possibilities of each platform: it predominates on Instagram with 77.64% of "Likes," especially text+carousel formats, accounting for 49.42% of posts; on TikTok it appears in 20.97%, exclusively defined by text+video; and on X, at 10.47%, it consists of text+image. The teaching action focused on resource application stands out, with 70.35% and is associated with complex visual formats in the most viral posts, positioning social media as practical repositories of resources while revealing tensions between immediate applicability, pedagogical validation, and critical professional learning.

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Author Biography

Laura Rayon-Rumayor, UCM

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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