Gamificación y aprendizaje colaborativo en estudiantes de educación superior
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Resumen
El presente estudio se realizó con los objetivos de comprobar si las estrategias de gamificación inciden en el trabajo colaborativo del estudiantado en un curso de educación superior y establecer de qué forma estas estrategias inciden en el aprendizaje colaborativo del estudiantado. Para lograr lo anterior, se diseñó un curso en modalidad blended learning de un programa oficial mexicano empleando estrategias de gamificación. Participaron 128 estudiantes divididos en cuatro grandes grupos. Se administró la encuesta COLLES al inicio y al final del curso. También se entrevistó a informantes clave para profundizar sobre sus percepciones sobre el curso y el aprendizaje colaborativo alcanzado. Los resultados revelaron que los puntajes de todas las dimensiones del COLLES aumentaron del pretest al postest. Por su parte, en las entrevistas se encontraron siete temas que coinciden con las dimensiones analizadas. Para lograr estos resultados se identificaron tres elementos clave: primero, verificar que el diseño del curso que es el adecuado, segundo que haya compromiso por parte del estudiantado para el trabajo en equipo y tercero, el apoyo del profesor hacia sus estudiantes que les permita lograr el aprendizaje colaborativo. Entre las conclusiones se encuentra que las estrategias de gamificación sí tienen incidencia en el trabajo grupal, principalmente en las dimensiones de relevancia y pensamiento reflexivo, además, que los tres elementos clave anteriormente mencionados fueron vitales para lograr el aprendizaje colaborativo.
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