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La mec�nica del juego en el profesorado para la ense�anza

 

Game mechanics in teaching for teaching

 

Mec�nica de jogos em professores para a doc�ncia

 

 

 

 

 

 

 

 

 

 

 

 

 

Correspondencia: gracyelaharo@gmail.com

 

Ciencias de la Educaci�n

Art�culo de Investigaci�n

 

 

* Recibido: 16 de agosto de 2024 *Aceptado: 30 de septiembre de 2024 * Publicado: �30 de octubre de 2024

 

        I.            Investigador Independiente, Ecuador.

      II.            Universidad Nacional de LOJA, UNL, Ecuador.

   III.            Universidad Nacional de LOJA, UNL, Ecuador.

   IV.            Investigador Independiente, Ecuador.

     V.            Professor at National University of Loja, Master in Comprehensive Auditing at Private Technical University of Loja, Ecuador.

   VI.            UNL National University of Loja, Master in Psychopedagogy, Ecuador.

Resumen

El presente trabajo se fundamenta en una propuesta did�ctica en gamificaci�n como estrategia de ense�anza para la asignatura de Historia, con el fin de brindar al personal docente un enfoque hacia la aplicaci�n de esta estrategia como respuesta a las problem�ticas que se presentan en las clases al momento de contar con una metodolog�a tradicionalista continua.

El cambio metodol�gico constituye para el docente la superaci�n de los enfoques lineales tradicionales, por ello se expone la importancia de innovar la metodolog�a de ense�anza con actividades que motiven y promuevan la formaci�n integral de los estudiantes (Fidalgo, 2020), as� mismo, se detalla de manera clara y sencilla los elementos de un proyecto gamificado que permitan su desarrollo conjunto.

Las actividades propuestas en este proyecto tienen como finalidad desarrollar junto a los participantes una unidad did�ctica en la asignatura de Historia y puedan adquirir por s� mismos una experiencia en gamificaci�n, facilitando su implementaci�n en el aula y sobre todo sirviendo como referente para los pr�ximos proyectos que cada participante planee realizar, de acuerdo a las necesidades de sus estudiantes y la tem�tica que se est� impartiendo.

Palabras clave: Gamificaci�n; Docentes; Educaci�n; Bachillerato.

 

Abstract

The present work is based on a didactic proposal in gamification as a teaching strategy for the subject of History, in order to provide teaching staff with an approach towards the application of this strategy as a response to the problems that arise in the classroom. classes at the time of having a continuous traditionalist methodology.

The methodological change constitutes for the teacher the overcoming of traditional linear approaches, for this reason the importance of innovating the teaching methodology with activities that motivate and promote the integral formation of students is exposed (Fidalgo, 2020), likewise, it is detailed in detail. clear and simple the elements of a gamified project that allow its joint development.

The activities proposed in this project have the purpose of developing together with the participants a didactic unit in the subject of history and they can acquire by themselves an experience in gamification, facilitating its implementation in the classroom and above all serving as a reference for the next projects that each participant plans to carry out, according to the needs of their students and the theme that is being taught.

Keywords: Gamification; Teachers; Education; Baccalaureat.

 

Resumo

O presente trabalho baseia-se numa proposta did�tica em gamifica��o como estrat�gia de ensino da disciplina de Hist�ria, de forma a proporcionar ao corpo docente uma abordagem para a aplica��o desta estrat�gia como resposta aos problemas que surgem na sala de aula. aulas no momento de ter uma metodologia tradicionalista cont�nua.

A mudan�a metodol�gica constitui para o professor a supera��o das tradicionais abordagens lineares, pelo que � exposta a import�ncia de inovar a metodologia de ensino com atividades que motivem e promovam a forma��o integral dos alunos (Fidalgo, 2020), da mesma forma, � detalhadamente detalhada . claros e simples os elementos de um projeto gamificado que permitem o seu desenvolvimento conjunto.

As atividades propostas neste projeto t�m como objetivo desenvolver em conjunto com os participantes uma unidade did�tica na disciplina de hist�ria e estes possam adquirir por si pr�prios uma experi�ncia em gamifica��o, facilitando a sua implementa��o em sala de aula e acima de tudo servindo de refer�ncia para o seguinte.

Palavras-chave: Gamifica��o; Professores; Educa��o; Bacharelato.

 

Introduction

Currently in Ecuador and despite the numerous efforts of professionals and researchers in the educational field, a traditionalist approach still persists when teaching classes whose purpose is discipline and obedience, for this the teacher assumes power and authority as an essential transmitter of knowledge, with a single fundamental method based on expository discourse and verbal procedures (Carrillo, 2009), therefore, student participation is very limited, since their learning is reduced to repeating and memorizing. If the student is taken as a sponge that should only absorb knowledge by rote, we are not allowing them to develop socio-emotional and autonomy skills for life.

In this regard (Vega, 2014) states "in order for the student to achieve autonomy, he must acquire a need that allows him to be fully involved in the search for information and learning from it". Likewise, he must show an interest in the topic being addressed, therefore, the teacher will have to plan his activities and methodological strategies in such a way that it attracts the student's attention and they can understand that what they are studying will serve them in their daily life. and is directly linked to their tastes and emotions, in turn, (Berm�dez, 2018) expresses that "the challenge of a teacher of this century is to generate learning experiences to motivate students' capacity for wonder" so in In our work we must opt for new methodologies with didactic actions that favor motivation and find the content much more attractive.

Based on what has been stated, this master's thesis as a contribution to teachers and their continuous training, addresses issues related to the creation of a motivating environment for students with the incorporation of ICT in the classroom, specifically showing various guidelines for implementing gamification in the teaching of History, this subject being one of the most theoretical and passive when it comes to presenting its content to students (Lerner, 1997), which is why it is taken as a reference for a methodological change. in educational practice.

As teachers we are constantly searching for educational innovation, strategies and various methods that motivate the student. In this context, gamification is found as a teaching-learning technique since it transfers the mechanics of games to the classroom with the aim of In order to achieve better results in obtaining the interest and motivation of the students (Contreras, R., & Eguia, J. 2017), this technique allows focusing the contents from another perspective, since the activities are generated from the dynamics of the game. , allowing the student to face learning from a much more attractive point of view, being playful and fun, generates significant experiences among other great advantages offered by its implementation in teaching.

 

Methods

The sectioned didactic methodology to train history teachers in the use of gamification in the teaching process has been proposed through the implementation of various methods and techniques for both teaching and evaluating, a mixed approach based on bibliographic research with analysis of basic concepts of education, innovation, gamification and the study of technological tools that will be essential in the elaboration of the gamified didactic unit as a response to the methodological change of the teaching-learning process that is required.

To comply with the first specific objective, the proposal is based on the execution of the first four activities through a lecture by the instructor, on the various concepts, differences and new teaching methodologies, using audiovisual media to avoid the traditional method based on the exhibition of contents, these themes have reflection activities, surveys and participation in forums.

The second objective is achieved with the other activities proposed since all the work with the participants will be practical, the necessary indications of the use of each resource necessary in the creation of the elements that make up the gamification material will be given, the activities are planned with the purpose of developing together with the participants the didactic unit in the history subject as a reference for future projects that each training participant plans to carry out according to the needs that arise, both with the students and in the theme that is imparting.

This proposal also allows teaching staff to practice various technological tools such as Kahoot, Genially, Mentimeter, Canva, loom, padlet, draw roulette, etc., promoting the development of information technology skills among teachers and Increased your repository of digital resources that you can use with your students afterwards.

 

Results and Discussion

The evaluation of learning is a fundamental element within the training processes since they allow enriching the construction of knowledge based on the shortcomings that can be detected in its application, for this there are various techniques or procedures to collect information systematically. Casanova (1998) mentions the following: observation, project development, portfolio, rating scales, recordings, questionnaires, among others.

For the present work, with the purpose of knowing the level of knowledge that the teaching staff acquires during the training process in the implementation of gamification as a teaching strategy, an initial survey was carried out with the purpose of identifying the knowledge in technological tools that each participant possesses. The following instrument is shown below:

 

 

 

 

 

 

Table 1: Initial survey

Source: The authors

 

Throughout the instruction process, a formative evaluation will be carried out, which in the words of Neumer, e. to. (1981) is a systematic and continuous activity, which is carried out during the teaching-learning process and aims to provide information about the educational process, which can be used to review and modify activities.

In this investigative work, the formative evaluation will be carried out through the use of the observation technique with its checklist instrument, for which a continuous review of the activities carried out each week will be carried out, compiled in a digital evidence portfolio, this being the main evaluation strategy. To facilitate both the evaluation and the generation of a repository of work, a specific educational blog has been created for this project, which will serve as a digital portfolio and the participants will include, as the training progresses, the different jobs, scenarios, badges, etc. models, templates, images and other resources that are generated.

In this way, the progress and achievement of the participants will be able to constantly evaluate their acquired knowledge and give feedback in a timely manner those that have not been fully assimilated and give them the possibility of including changes in their learning process. In addition, for the execution of the proposed activities, the use of various technological tools such as kahoot, mentimeter, canva, etc. is required, which promotes the development of ICT skills and allows a comprehensive and interactive evaluation of the knowledge they are acquiring.

The following instrument is shown below:

 

Table 2: Checklist

Source: The authors

 

The final evaluation of the didactic unit will be carried out upon successful completion of all the designed activities, for which a rubric will be used as an evaluation instrument:

 

Table 3: Evaluation rubric

Source: The authors

 

After having carried out the evaluation of the didactic proposal, a table is presented with the respective parameters:

 

Table 4: Proposal evaluation parameters

Source: The authors

 

Finally, for the evaluation to be considered effective, other necessary aspects will be incorporated into it, such as measuring the degree of satisfaction of the participants with respect to the gamification course in a personal and private way, this will allow assessing the applicability of the contents, the interaction with the instructor, the expectations of the participants, among others, in order to carry out improvements and adaptations to keep the teaching process effective, this is done through an anonymous survey generated in google forms.

 

Measures of attention to diversity

Diversity is an intrinsic characteristic of human beings (Marqu�s, 2012), therefore, the challenge for teachers is to seek methodological strategies that are adequate and inclusive to meet each need. This proposal is aimed at training history teachers in the use of gamification as a methodological change strategy, therefore, according to what is specified in section three and in the event that one of the students has a physical limitation, this The proposal maintains dynamic, motivating, comprehensive activities that can be adapted to the inclusion of the participants, in addition, its execution requires that it be group - collaborative, so the student may be included in each of the activities proposed for the preparation of the Didactic Unit applying a gamified strategy.

The evaluation is also adapted to the needs that the participants may present, being formative, their progress and achievements will be constantly evaluated, as well as the knowledge acquired and feedback in a timely manner on those that have not been assimilated.

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Conclusions

Throughout the progress of this educational innovation project, the importance of modifying teaching strategies when teaching classes has been expressed, since education must go hand in hand with new technologies and what better way to take advantage of them to innovate the teaching-learning process, within this context, gamification has become a more effective strategy in terms of capturing the interest and motivation of students, since it allows generating fun study situations, (Fonseca, 2019). This stimulates communication, participation, promotes perseverance and exerts a change in the paradigm of monotonous and traditional education. Therefore, it has been proposed to design an educational innovation project aimed at teachers, taking the history subject as a reference because it is one of the most theoretical in terms of content to implement gamification in a didactic unit with the purpose of granting staff teacher the knowledge and tools necessary to generate gamified content and activities and these can serve as support in the continuous improvement of their pedagogy and training.

In order to comply with the general objective, three specific objectives have been proposed, which can be achieved in the following way, the first of which has the purpose of exposing the importance of innovating the methodology with which the subject of History is taught, for this has carried out a meticulous bibliographical review, which has allowed teachers to be shown and made aware of the need to implement new methodologies and that motivate and promote the integral formation of students.

The second specific objective is based on providing teachers with information about gamification as a motivation strategy in the creation of significant experiences, after carrying out an analysis of the conception of the term gamification, its elements and its application in the educational environment, it has been possible to clearly and simply expose the elements of a gamified project and verify that this strategy is adequate to motivate students and generate significant and lasting learning in them. Finally, the third objective is met since an educational innovation proposal has been developed aimed at the students of the history subject, which has detailed activities on how to create a gamified project together with the teachers.

Finally, it can be pointed out that the proposed objectives have been achieved as long as it has been possible to design a proposal to work with teachers in accordance with the information presented in the theoretical framework on gamification, this work is also of great interest and can serve as a reference. for the development of future research and projects in gamified experiences.

 

References

      1.            Bermudez. (October 5, 2018). National University of Valencia. Obtained from Being a teacher: beyond teaching content, transmitting learning experiences: https://www.universidadviu.com/int/actualidad/nuestros-expertos/ser-docente-mas-alla-de-ensenar-contenidos-transmitir- experiences-of

      2.            Carrillo, M. (2009). Motivation and learning. Otherness, 23-24.

      3.            Casanova, M. (1998). Educational evaluation manual. Basic school. Madrid: Wall.

      4.            Contreras, R., & Eguia, J. (2017). Gamification experiences in the classroom. InCom-UAB Publications, 7-8.

      5.            Fidalgo, A. (January 2, 2020). Educational Innovation. Retrieved from https://innovacioneducativa.wordpress.com/2020/01/02/que-es-una-tendencia-de-innovacion-educativa-y-cuales-han-sido-las-mas-populares-en-2019/

      6.            Fonseca, L. (2019). New strategies for teaching and learning from gamification, 52-53. Bogota.

      7.            Lerner, V. (1997). How we teach history. Teaching materials and their suitability for teachers and students. Mexico.

      8.            Marqu�s, L. (August 6, 2012). Elements involved in the teaching and learning process. Ecuador.

      9.            Neumer, E. to. (1981). Pedagogy. Havana: Books for education.

  10.            Vega, M. (2014). Scientific Life High School Science Bulletin No. 4, 2(4). Retrieved from What a good student needs: https://repository.uaeh.edu.mx/revistas/index.php/prepa4/article/view/1898.

 

 

 

 

 

 

 

 

� 2024 por los autores. Este art�culo es de acceso abierto y distribuido seg�n los t�rminos y condiciones de la licencia Creative Commons Atribuci�n-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)

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