Abstract

GIL-QUINTANA, Javier  and  PRIETO JURADO, Elizabeth. La realidad de la gamificación en educación primaria. Estudio multicaso de centros educativos españoles. Perfiles educativos [online]. 2020, vol.42, n.168, pp.107-123.  Epub Mar 09, 2021. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2020.168.59173.

We present a study whose aim is to discover the concept teachers and students have of gamification and its relationship with the development of learning processes. An intentional or convenience sample of students and teachers at five education centers in Spain where teachers incorporate gamification experiments in their classrooms was considered. Working from a multi-case study based on a mixed method, questionnaires and structured and semi-structured interviews were applied, which allowed us to gather quantitative and qualitative data, to then conduct a process of triangulation. We ascertained that teachers and students cited multiple advantages of gamification, including increased participation and interaction in the classroom, motivation toward learning, and amusement in educational experiences. Such activities involve didactic elements, among them content and standards of learning assigned for the proper curricular level.

Keywords : Active learning; Collaborative learning; Educational communication; Mandatory education; Gamification; Digital learning.