Mostrar el registro sencillo del ítem

dc.contributor.authorTorrado-Cespón, Milagros
dc.contributor.authorDíaz Lage, José María
dc.date2022
dc.date.accessioned2023-05-09T09:18:52Z
dc.date.available2023-05-09T09:18:52Z
dc.identifier.citationTorrado Cespón, M., & Díaz Lage, J. M. (2022). Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education. Contemporary Educational Technology, 14(4), ep381. https://doi.org/10.30935/cedtech/12297es_ES
dc.identifier.issn1309-517X
dc.identifier.urihttps://reunir.unir.net/handle/123456789/14635
dc.description.abstractAs a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects—such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching—influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.es_ES
dc.language.isoenges_ES
dc.publisherContemporary Educational Technologyes_ES
dc.relation.ispartofseries;vol. 14, nº 4
dc.relation.urihttps://www.cedtech.net/article/gamification-online-learning-and-motivation-a-quantitative-and-qualitative-analysis-in-higher-12297es_ES
dc.rightsopenAccesses_ES
dc.subjectalienationes_ES
dc.subjecte-learninges_ES
dc.subjectgamificationes_ES
dc.subjecthigher educationes_ES
dc.subjectinteractiones_ES
dc.subjectmotivationes_ES
dc.subjectScopuses_ES
dc.titleGamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Educationes_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.30935/cedtech/12297


Ficheros en el ítem

Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem