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dc.contributor.authorSantos Villalba, María Jesús (1)
dc.contributor.authorLeiva Olivencia, Juan José
dc.contributor.authorNavas-Parejo, Magdalena Ramos
dc.contributor.authorBenítez-Márquez, María Dolores
dc.date2020-10
dc.date.accessioned2021-03-25T14:30:03Z
dc.date.available2021-03-25T14:30:03Z
dc.identifier.issn2071-1050
dc.identifier.urihttps://reunir.unir.net/handle/123456789/11134
dc.description.abstractSome academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students' assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student's motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory-confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students' motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students' motivation and the sustainability behavior, although the power of this last construct is moderate.es_ES
dc.language.isoenges_ES
dc.publisherSustainabilityes_ES
dc.relation.ispartofseries;vol. 12, nº 20
dc.relation.urihttps://www.mdpi.com/2071-1050/12/20/8513es_ES
dc.rightsopenAccesses_ES
dc.subjectgamificationes_ES
dc.subjectmotivationes_ES
dc.subjectattitudees_ES
dc.subjectsustainability attitudees_ES
dc.subjectPLS-SEMes_ES
dc.subjecthigher educationes_ES
dc.subjectmediationes_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleHigher Education Students’ Assessments towards Gamification and Sustainability: A Case Studyes_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://doi.org/10.3390/su12208513


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