Publicación: Latent factors on the design and adoption of gamified apps in primary education
Cargando...
Fecha
2023-04-25
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Springer
Resumen
The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.
Descripción
Esta es la versión aceptada para su publicación en Education and Information Technologies 28, 15093–15123 (2023). La versión final publicada está disponible en la página del editor: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3.
This is the accepted version for publication in Education and Information Technologies 28, 15093–15123 (2023). The final published version is available from the publisher's website: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3.
Categorías UNESCO
Palabras clave
app, gamification, curriculum, satisfaction, efficacy, primary education
Citación
Vázquez-Cano, E., Quicios-García, MP., Fombona, J. et al. Latent factors on the design and adoption of gamified apps in primary education. Educ Inf Technol 28, 15093–15123 (2023). https://doi.org/10.1007/s10639-023-11797-3
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales