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Latent factors on the design and adoption of gamified apps in primary education

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dc.contributor.authorVázquez Cano, Esteban
dc.contributor.authorFombona, Javier
dc.contributor.authorRodríguez Arce, Jorge
dc.contributor.authorQuicios García, Mª Del Pilar
dc.date.accessioned2025-04-01T05:58:54Z
dc.date.available2025-04-01T05:58:54Z
dc.date.issued2023-04-25
dc.descriptionEsta 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.
dc.description.abstractThe 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.en
dc.description.versionversión final
dc.identifier.citationVázquez-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
dc.identifier.doihttps://doi.org/10.1007/s10639-023-11797-3
dc.identifier.issn1360-2357; eISSN: 1573-7608
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26404
dc.journal.titleEducation and Information Technologies
dc.journal.volume28
dc.language.isoen
dc.publisherSpringer
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsappen
dc.subject.keywordsgamificationen
dc.subject.keywordscurriculumen
dc.subject.keywordssatisfactionen
dc.subject.keywordsefficacyen
dc.subject.keywordsprimary educationen
dc.titleLatent factors on the design and adoption of gamified apps in primary educationen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication26089f69-10a7-41c3-85b0-ca934e101c30
relation.isAuthorOfPublication51a9f972-fcb9-4feb-994e-bdf584f5f997
relation.isAuthorOfPublication.latestForDiscovery26089f69-10a7-41c3-85b0-ca934e101c30
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