Published 2024 | Version v2
Book chapter Open

Escala para Identificar el Nivel de habilidades de Gamificación del Profesorado en su Práctica Educativa

Authors/Creators

  • 1. ROR icon Autonomous University of Yucatán

Description

La gamificación en el ámbito educativo ha demostrado ser eficiente en el aprendizaje del estudiantado y ser un factor de cambio en las prácticas educativas innovadoras actuales (Kim y Castelli, 2021) puesto que motivan y fomentan el trabajo (Khan, et al, 2021), modifica la conducta y promueve la resolución de problemas (Kapp, 2012); además, con la implementación de la tecnología, se crean y mejoran las experiencias del estudiantado en los cursos donde se emplee (Ertan y Arkün, 2022). No obstante, los principales desafíos de la gamificación como una práctica educativa plenamente utilizada por el profesorado en todos los niveles son el desconocimiento de esta metodología, las percepciones erróneas y creencias del profesorado pensando que la gamificación es exclusiva para un nivel educativo o tipo de asignatura (Khoshkangini, et al, 2020), que implica una carga extra de trabajo al diseñar actividades (Fernandez-Rio, et al, 2020), que es necesario utilizar tecnología para su implementación (Huang, et al, 2020), que se desarrolla actividades de juego perdiendo de vista los objetivos de aprendizaje (Topu, 2023) y cuando las actividades duran mucho tiempo, se convierten en tareas monótonas haciendo que se pierda el interés de los estudiantes por la asignatura (Rodrigues, et al, 2022). La valoración general de la gamificación como una práctica educativa es positiva porque se le considera una innovación en la educación (Alsaad y Durugbo, 2021; Oke, et al, 2024) y que se enfoca a la motivación y el interés de los estudiantes por continuar con sus estudios. 

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