Do we play or gamify? Evaluation of gamification training experience to improve the digital competence of university teaching staff

Article Sidebar

PDF (Spanish) HTML (Spanish) EPUB (Spanish) PDF
Published: Apr 12, 2022
Updated: 2022-04-12
Versions:
2022-04-12 (2)
DOI: https://doi.org/10.17163/alt.v17n1.2022.03
Keywords:
Gamification, Higher education, digital competence, teacher training, active methodologies, validation

Main Article Content

Lorena Martín-Párraga
Universidad de Sevilla
https://orcid.org/0000-0002-2406-0708
Antonio Palacios-Rodríguez
Universidad de Sevilla
https://orcid.org/0000-0002-0689-6317
Óscar Manuel Gallego-Pérez
Universidad de Sevilla
https://orcid.org/0000-0001-8450-8634

Abstract

Over the last few decades, studies have been carried out in the field of education that endorse the benefits that gamification offers both for teachers and students. The university is working along these lines, with the aim of developing optimal skills that benefit students, both personally and professionally. Consequently, this training designed and selected for teachers is essential to achieve a successful gamified experience. The main purpose of this research is to present a training experience carried out in a university in Latin America and to verify the perception of this methodological strategy by this educational institution. In other words, the aim is to demonstrate whether gamification is perceived as useful by university teaching staff. To this end, two designs were used: descriptive and validation by means of structural equations (PLS), in order to evaluate the degree of acceptance of gamification as an active methodology based on the Technology Acceptance Model (TAM). The results show that the proposal is suitable for university teaching. All the participants, 114, perceived this strategy as adequate, detailing the dimensions related to the ease of use in the classroom, its integration, the transformation of interest in learning, and the ability to show a positive attitude in its use. At the same time, the level of acceptance regarding the validation of the TAM is high. Finally, the assessment of the replicability of the model in future and similar research, or through so-called emerging technologies, is detailed.

Article Details

Issue
Vol. 17 No. 1 (2022): (January-June 2022): Gamification in learning: Methodological strategy for student motivation
Section
Central Theme
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authorship: The list of authors signing must include only those people who have contributed intellectually to the development of the work. Collaboration in the collection of data is not, by itself, a sufficient criterion of authorship. "Alteridad" declines any responsibility for possible conflicts arising from the authorship of the works that are published.

Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.

References

Arteaga, R. y Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640.

Bagozzi, R. y Yi, Y. (1988). On the evaluationof structural equation models. Journal of the Academy of Marketing Science, 1674-1694.

Cabero, J., Marín, V. y Sampedro, B. (2018). Aceptación del Modelo Tecnológico en la enseñanza superior. Revista de investigación educativa, 36(2), 435-453. https://doi.org/10.15581/004.34.129-153

Cabero, J., y Llorente, C. (2020). La adopción de las tecnologías por las personas mayores: aportaciones desde el modelo TAM (Technology Acceptance Model). Publicaciones, 50(1), 141–157. https://doi.org/10.30827/publicaciones.v50i1.8521

Cabero-Almenara, J. y Palacios-Rodríguez, A. (2020). Marco europeo de competencia digital docente «digcompedu». Traducción y adaptación del cuestionario «Digcompedu checkin». Edmetic, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.124

Cabero-Almenara, J., Barroso-Osuna, J., y Llorente-Cejudo, C. (2016). Technology acceptance model, & realidad aumentada: estudio en desarrollo. Revista Lasallista de investigación, 13(2), 18-26. https://doi.org/10.22507/rli.v13n2a2

Cabero?Almenara, J., Guillén?Gámez, F. D., Ruiz?Palmero, J., & Palacios?Rodríguez, A. (2021a). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13151

Cabero-Almenara, J., Romero-Tena, R., Llorente-Cejudo, C., y Palacios-Rodríguez, A. (2021b). Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education. Contemporary Educational Technology, 13(3), ep305. https://doi.org/10.30935/cedtech/10874

Chen, F., Lui, A. M., y Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51, 585-597. https://doi.org/10.1111/medu.13272

Corchuelo-Rodriguez C. A. (2018). Gamificación en la educación superior: Experiencia innovadora para motivar estudiantes y dinamizar contenidos en el aula. Revista Electrónica de Tecnología Educativa 63, 29-41. Recuperado de: http://www.edutec.es/revista/index.php/edutec-e/article/view/927

Cortizo Pérez, J. C., Carrero García, F. M., Monsalve Piqueras, B., Velasco Collado, A., Díaz del Dedo, L. I., & Pérez Martín, J. (2011). Gamificación y Docencia: Lo que la Universidad tiene que aprender de los Videojuegos.

Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.

De Soto García, I. S. (2018). Herramientas de gamificación para el aprendizaje de ciencias de la tierra. Edutec. Revista Electrónica de Tecnología Educativa, (65), 29-39.

Declaración de Alejandría (2005). Disponible en: http://goo.gl/UDfWX

Declaración de Estambul (2002). Disponible en: http://goo.gl/CjlcP

Disposición 8301, de 4 de junio de 2019, de relaciones con las cortes e igualdad (2019). Boletín Oficial del Estado, 133, sec.III, de 4 de junio de 2019, 50509. https://boe.es/boe/dias/2019/06/04/pdfs/BOE-A-2019-8301.pdf

Donoso-Anés, J. A., & López-Gavira, R. (2010). Aprendizaje basado en actividades: El uso de casos de estudio real en la asignatura de Contabilidad Financiera III. III Jornadas de Investigación e Innovación Docente, 1-18. Madrid: Asociación Española de Contabilidad y Administración de Empresas, AECA.

Durán, F. J. G., Villagrá-Arnedo, C. J., Cuerda, R. S., Rosique, P. C., Carmona, R. M., & Largo, F. L. (2014). Panorámica: serious games, gamification y mucho más. ReVisión, 7(2), 2.

García, E. E. M., Armenta, J. A., & Torres, C. A. (2020) Tendencias de la gamificación en la enseñanza: meta-análisis. Manuel Prieto, Silvia Pech y Joel Angulo, 161.

Guillén-Gámez, F. D., Cabero-Almenara, J., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2021). Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods. Technology, Knowledge and Learning, 1-21. https://doi.org/10.1007/s10758-021-09531-4

Herberth Alexander, O. (2016) La gamificación como estrategia metodológica en el contexto educativo universitario. Realidad y Reflexión, N° 44: 29-47. Recuperado de: https://www.lamjol.info/index.php/RyR/article/view/3563

Hu, L. y Bentler, P. (1999). Cutoff criteria for fi t indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.

Jiménez, C. R., Navas-Parejo, M. R., Villalba, M. J. S., & Campoy, J. M. F. (2019). El uso de la gamificación para el fomento de la educación inclusiva. IJNE: International Journal of New Education, 2(1), 40-59.

Juan-Lázaro, O., & Area-Moreira, M. (2021). Gamificación superficial en e-learning: evidencias sobre motivación y autorregulación. Pixel-Bit. Revista De Medios Y Educación, 62, 146-181. https://doi.org/10.12795/pixelbit.82427

Kapp, K, M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer

Lai, H. M., Hsiao, Y. L., y Hsieh, P. J. (2018). The role of motivation, ability, and opportunity in university teachers' continuance use intention for flipped teaching. Computers & Education, 124, 37–50. https://doi.org/10.1016/j.compedu.2018.05.013

Lévy, J. (2006). Modelización con estructuras de covarianzas en ciencias sociales: temas esenciales, avanzados y aportaciones especiales. Netbiblo.

López-Bonilla, L., y López-Bonilla, J. (2017). Explaining the discrepancy in the mediating role of attitude in the TAM. British Journal of Educational Technology, 48(4), 940-949. https://doi.org/10.1111/bjet.12465

López-Cortés, F., Ravanal Moreno, E., Palma Rojas, C., & Merino Rubilar, C. (2021). Niveles de representación externa de estudiantes de Educación Secundaria acerca de la división celular mitótica: una experiencia con realidad aumentada. Pixel-Bit. Revista De Medios Y Educación, 62, 7-37. https://doi.org/10.12795/pixelbit.84491

Martínez, L. V., & del Moral Pérez, M. E. (2015). Gamificación: Estrategia para optimizar el proceso de aprendizaje y la adquisición de competencias en contextos universitarios. Digital Education Review, (27), 13-31.

Molina Álvarez, J.J., Ortiz Colón. A.M., & Agreda Montoro, M. (2017). Análisis de la integración de procesos gamificados en Educación Primaria. En Ruiz Palmero, J., Sánchez-Rodríguez, J. & Sánchez-Rivas, E. (Ed.). Innovación docente y uso de las TIC en educación. Málaga: UMA Editorial. Recuperado de: http://www.enriquesanchezrivas.es/congresotic/archivos/Form_Compet_metod os/Ortiz_Otros_2.pdf

O'Dwyer, L. M., y Bernauer, J. A. (2013). Quantitative research for the qualitative researcher. SAGE publications.

Ortiz-Colón, A. M., Jordán, J., & Agredal, M. (2018). Gamificación en educación: una panorámica sobre el estado de la cuestión. Educação e Pesquisa, 44.

Pelger, S., y Nilsson, P. (2018). Observed learning outcomes of integrated communication training in science education: Skills and subject matter understanding. Studies In Educational Evaluation, 59, 195–208. http://dx.doi.org/10.1080/21548455.2017.1417653

Pelgrum, W J., & Voogt, J. (2009). School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons. Education and Information Technologies, 14(4), 293–308. https://doi.org/10.1007/s10639-009-9093-0.

Peñalva, S., Aguaded, I., & de-Casas-Moreno, P. (2018). El uso de la gamificación como metodología educomunicativa en el contexto universitario. 2018). Gamificación en Iberoamérica. Experiencias desde la comunicación y la educación. Recuperado de https://bit. ly/2HecqBE-Pe-alva-Vélez.

Priego, R. G., & Peralta, A. G. (2016). ¿Cómo mejorar la calidad, la motivación y el compromiso estudiantil en la educación virtual? Campus Virtuales, 5(1), 74-82.

Teo, T., Beng, Ch., Sing, Ch. Cha, S. y Luan, S. (2009). Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM). Computers y Education, 53, 1000-1009.

Turpo-Gebera, O., Hurtado-Mazeyra, A., Delgado-Sarmiento, Y., & Peréz-Postigo, G. (2021). Satisfacción del profesorado con la formación en servicio online: aproximaciones desde la usabilidad pedagógica. Pixel-Bit. Revista De Medios Y Educación, 62, 39-70. https://doi.org/10.12795/pixelbit.79472

Venkatesh, V. y Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273- 312.

Venkatesh, V. y Davis, A. (2000). Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186-204.

Williamson, B., Potter, J., & Eynon, R. (2019). New research problems and agendas in learning, media and technology: the editors’ wishlist. Learning, Media and Technology, 44(2), 87–91. https://doi.org/10.1080/17439884.2019.1614953.