4 de diciembre de 2017

Ludificación y sus posibilidades en el entorno de blended learning: revisión documental

Ludificación y sus posibilidades en el entorno de blended learning: revisión documental

Ángel Torres-Toukoumidis, Luis M Romero-Rodríguez, M. Amor Pérez-Rodríguez

Resumen


La ludificación en el entorno de aprendizaje semipresencial constituye una innovación de alto impacto en las posibilidades de aprendizaje. Se considera que comparte aspectos con el blended learning, en relación con el aumento de la motivación y la optimización en la obtención de resultados respecto a una actividad para estimular el aprendizaje. En este sentido, este trabajo plantea un análisis de publicaciones en bases de datos internacionales en las que se aborda la cuestión de la ludificación en el entorno de blended learning. Para ello se realiza una revisión de literatura científica, aplicando la documentación como método para la sistematización. El estudio que se presenta analiza 34 aportaciones entre 2012 y 2017* indexadas en las bases de datos WOS y Scopus, utilizando una estrategia de búsqueda basada en cuatro criterios: público (destinatario), tópico, diseño metodológico y conclusiones principales. Los resultados demuestran que las publicaciones reseñadas se centran en estudiantes de educación superior, especialmente del ámbito de la ingeniería, exponen prototipos y modelos, y presentan diseños metodológicos en los que predomina el marco teórico-conceptual, seguido de estudios empírico cuantitativos. Se deduce, en consecuencia, entre otros aspectos, la necesidad de seguir impulsando la convergencia ente ludificación y blended learning, dado el efecto positivo que conlleva en relación con la motivación, retroalimentación y en la adquisición de competencias por parte de los estudiantes.

Palabras clave


Enseñanza y formación; educación tecnológica; juego educativo; aprendizaje; interacción; motivación

Texto completo:

PDF

Referencias


Aghaei Chadegani, A., Salehi, H., Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ale Ebrahim, N. (2013). A Comparison between Two Main Academic Literature Collections: Web of Science and Scopus Databases. Asian Social Science, 9(5), 18-26. doi: https://doi.org/10.5539/ass.v9n5p18
Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. (2016). Competition and Collaboration Using A Social And Gamified Online Learning Platform. 10th European Conference on Games Based Learning: ECGBL 2016 (pp. 19-27). Recuperado de https://goo.gl/AIq1ii
Arnab, S., Tombs, G., Duncan, M., Smith, M., & Star, K. (2015). Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach. International Conference on Games and Learning Alliance (pp. 452-460). Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-40216-1_50
Bahji, S. E., Lefdaoui, Y., & El Alami, J. (2013). Enhancing Motivation and Engagement: A Top-Down Approach for the Design of a Learning Experience According to the S2P-LM. iJET, 8(6), 35-41. doi: https://doi.org/10.3991/ijet.v8i6.2955
Bahji, S. E., El Alami, J., & Lefdaoui, Y. (2015). Learners’ Attitudes Towards Extended-Blended Learning Experience Based on the S2P Learning Model. International Journal of Advanced Computer Science & Applications, 1(6), 70-78. doi: https://doi.org/10.14569/ijacsa.2015.061010
Baker, P. M., Bujak, K. R., & DeMillo, R. (2012). The evolving university: Disruptive change and institutional innovation. Procedia Computer Science, 14, 330-335. doi: https://doi.org/10.1016/j.procs.2012.10.037
Baksa-Haskó, G. (2016). Efficiency Over 1000 Students–The Evolution of an On-line Course: From e-Learning to Flipped Classroom. International Conference on Interactive Collaborative Learning (pp. 237-245). Springer, Cham. doi: https://doi.org/10.1007/978-3-319-50340-0_20
Barata, G., Gama, S., Fonseca, M. J., & Gonçalves, D. (2013). Improving student creativity with gamification and virtual worlds. Proceeding First International Conference on Gameful Design, Research, and Applications (pp. 95-98). ACM. doi: https://doi.org/10.1145/2583008.2583010
Barros, M., Moura, A., Borgmann, L., & Terton, U. (2015). Blended Learning in Multi-disciplinary Classrooms-Experiments in a Lecture about Numerical Analysis. Proceedings of the 7th International Conference on Computer Supported Education (pp. 196-204). SciTePress. doi: https://doi.org/10.5220/0005409001960204
Berkling, K., & Thomas, C. (2013). Gamification of a Software Engineering course and a detailed analysis of the factors that lead to it's failure. Interactive Collaborative Learning (ICL), 2013 International Conference (pp. 525-530). IEEE. Recuperado de http://ieeexplore.ieee.org/document/6644642/
Berkling, K., & Thomas, C. (2014). Looking for Usage Patterns in e-Learning Platforms-A Step Towards Adaptive Environments. International Conference on Computer Supported Education (pp. 144-152). doi: https://doi.org/10.5220/0004909001440152
Berkling, K. (2015a). Connecting Peer Reviews with Students' Motivation-Onboarding, Motivation and Blended Learning. International Conference on Computer Supported Education (pp. 24-33). Springer International Publishing. doi: https://doi.org/10.5220/0005410200240033
Berkling, K. (2015b). Gamification Behind the Scenes. International Conference on Computer Supported Education (pp. 274-292). Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-29585-5_16
Berkling, K. M., & Zundel, A. (2015). Change Management: Overcoming the Challenges of Introducing Self-Driven Learning. International Journal of Engineering Pedagogy, 5(4), 38-46. doi: https://doi.org/10.3991/ijep.v5i4.4945
Caponetto, I., Earp, J. & Ott, M. (2014). Gamification and Education: A Literature Review. En F.Nah, (Ed.), Business Lecture Notes in Computer Science. (401-409). Ginebra: Springer International Publishing. doi: http://dx.doi.org/10.1007/978-3-319-07293-7_39
Comisión Europea. (2013). Apertura de la educación: Docencia y aprendizaje innovadores para todos a través de las nuevas tecnologías y recursos educativos abiertos {SWD(2013) 341 final}. Bruselas. Recuperado de https://goo.gl/l3RwMz
Dagnino, F. M., Antonaci, A., Ott, M., Lavagnino, E., Bellotti, F., Berta, R., & De Gloria, A. (2015). The eSG Project: A Blended Learning Model for Teaching Entrepreneurship Through Serious Games. European Conference on Innovation and Entrepreneurship (pp. 147-156). Academic Conferences International Limited. Recuperado de https://goo.gl/6WvNkm
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. doi: https://doi.org/10.1016/j.compedu.2014.01.012
De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. doi: https://doi.org/10.1016/j.compedu.2015.12.008
Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining Gamification. En 15th International Academic MindTrek Conference: Envisioning Future Media Environments (9-15). ACM. Recuperado de https://goo.gl/2n6hOC
Dichev, C., & Dicheva, D. (2013). Support for independent learning in evolving computer science disciplines. Information and Communication Technologies (WICT), 2013 Third World Congress (pp. 202-207). IEEE. doi: https://doi.org/10.1109/wict.2013.7113135
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88. Recuperado de https://goo.gl/nrFfjF
Drace, K. (2013). Gamification of the laboratory experience to encourage student engagement. J Microbiol Biol Educ, 14(2), 273-274. doi: https://doi.org/10.1128/jmbe.v14i2.632
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. New York: IBM Global Services
Drott, M. C. (1995). Reexamining the role of conference papers in scholarly communication. Journal of the American Society for Information Science, 46(4), 299. doi: https://doi.org/10.1002/(sici)1097-4571(199505)46:4<299::aid-asi6>3.0.co;2-0
Faghihi, U., Brautigam, A., Jorgenson, K., Martin, D., Brown, A., Measures, E., & Maldonado-Bouchard, S. (2014). How Gamification Applies for Educational Purpose Specially with College Algebra. Procedia Computer Science, 41, 182-187.doi: https://doi.org/10.1016/j.procs.2014.11.102
Ferzli, M, Pigford, K., & Black B. (2015). Development of a gamified learning object (GLO) with Correlated Classroom Activities to Enhance Student Understanding of Evolution. Proceedings ICERI2015 (pp. -2906). IATED. Recuperado de https://goo.gl/PvdelE 2898
Figueiredo, M., Godejord, B., & Rodrigues, J. (2016). The Development of
an Interactive Mathematics App for Mobile Learning. 12th International Conference Mobile Learning (pp.75-81). Recuperado de http://toc.proceedings.com/30525webtoc.pdf
Flores, J. F. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, (27), 32-54. Recuperado de https://goo.gl/iCngS4
Friess, R., Blessing, A., Winter, J., & Zöckler, M. (2015). Film Education for Primary-School Pupils: Gamification and Interactive Storytelling as an Educational Approach to Raise Awareness of Design Structures in Feature Films. European Conference on Games Based Learning (p. 780-784). Academic Conferences International Limited. Recuperado de https://goo.gl/GdvQwt
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. doi: https://doi.org/10.1016/j.iheduc.2004.02.001
Graham, C. R. (2013). Emerging practice and research in blended learning. En M.G. Moore, (Ed.), Handbook of distance education. (333-350). Nueva York: Routledge.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? --a literature review of empirical studies on gamification. System Sciences (HICSS), 2014 47th Hawaii International Conference (pp. 3025-3034). IEEE. doi: https://doi.org/10.1109/hicss.2014.377
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.doi: https://doi.org/10.1016/j.compedu.2014.08.019
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236. doi: https://doi.org/10.1016/j.compedu.2015.10.010
Huang, L. Y. (2016). Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills. 10th European Conference on Games Based Learning: ECGBL 2016 (pp. 289-295). IEEE. Recuperado de https://goo.gl/upm173
Hung, H. T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. doi: https://doi.org/10.1080/09588221.2014.967701
Iosup, A., & Epema, D. (2014,). An experience report on using gamification in technical higher education. En 45th ACM technical symposium on Computer science education (pp. 27-32). ACM. Recuperado de https://goo.gl/ISLuL6
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. Nueva Jersey: John Wiley & Sons.
Knutas, A., Ikonen, J., Nikula, U., & Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: a case study. Proceedings of the 15th International Conference on Computer Systems and Technologies (pp. 370-377). ACM. doi: https://doi.org/10.1145/2659532.2659620
Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. doi: https://doi.org/10.1177/1046878114563660
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. Serious games and edutainment applications (pp. 399-423). Londres: Springer London.
Laskowski, M. (2015). Implementing gamification techniques into university study path-A case study. Global Engineering Education Conference (EDUCON), (pp. 582-586). IEEE. doi: https://doi.org/10.1109/educon.2015.7096028
Lemus, B. A., & Pinto, R. (2014). Designing, building and preliminary results of “Cerebrex”, a serious educational videogame. Proceedings Conference and Trends (InPACT) (pp.1-5). Recuperado de https://goo.gl/MJ1XSj
Lemus, B.A., Baessa, Y., & García.J. (2014). Applying the Serious Educational Videogame: Cerebrex to 6th graders for an Educational and Motivational Boost. Proceedings Conference and Trends (InPACT) (pp.81-85). Recuperado de https://goo.gl/TkgzAR
Lennon, A., Abbott, M., & McIntosh, K. (2015). Chasing higher solar cell efficiencies: Engaging students in learning how solar cells are manufactured. Teaching, Assessment, and Learning for Engineering (TALE), 2015 IEEE International Conference (pp. 267-271). IEEE. doi: https://doi.org/10.1109/tale.2015.7386056
Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42. Recuperado de https://goo.gl/DLsg0f
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826. doi: https://doi.org/10.1016/j.compedu.2010.10.023
Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology & Society, 12(4), 282-293. Recuperado de https://goo.gl/IJqhK1
Lückemeyer, G. (2015). Virtual blended learning enriched by gamification and social aspects in programming education. Computer Science & Education (ICCSE), 2015 10th International Conference on (pp. 438-444). IEEE. doi: https://doi.org/10.1109/iccse.2015.7250286
Martínez-Nicolás, M. M., & Saperas-Lapiedra, E. (2011). La investigación sobre Comunicación en España (1998-2007). Análisis de los artículos publicados en revistas científicas. Revista latina de comunicación social, (66), 101-129.doi: https://doi.org/10.4185/rlcs-66-2011-926-101-129
Means, B., Toyama, Y., Murphy, R. & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. Recuperado de https://goo.gl/R6zreQ
Mekler, E. D., Bopp, J. A., Tuch, A. N., & Opwis, K. (2014). A systematic review of quantitative studies on the enjoyment of digital entertainment games. Proceedings of the 32nd annual ACM conference on Human factors in computing systems (pp. 927-936). ACM. doi: https://doi.org/10.1145/2556288.2557078
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea?. The Internet and Higher Education, 18, 15-23. doi: https://doi.org/10.1016/j.iheduc.2012.12.001
Mozelius, P., Collin, J., & Olsson, M. (2015). Visualisation and gamification of e-Learning-Attitudes among course participants. 10th International Conference on e-Learning ICEL2015, College of the Bahamas, Nassau, (pp. 227-234). Academic Conferences Publishing. Recuperado de https://goo.gl/L9zdd6
Muntean, C. I. (2011). Raising engagement in e-learning through gamification. Proccedings 6th International Conference on Virtual Learning ICVL (pp. 323-329). University of Bucharest Press. Recuperado de https://goo.gl/TN93dA
Nevin, C.R., Westfall, A.O., Rodriguez, J.M., Dempsey, D.M., Cherrington, A., Roy, B., Patel, M. & Willig, J.H., (2014). Gamification as a tool for enhancing graduate medical education. Postgraduate medical journal, 90(1070), 685-693. doi: https://doi.org/10.1136/postgradmedj-2013-132486
Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. Games+ Learning+ Society, 8(1):1-7. Recuperado de https://goo.gl/rx32tT
Noor, A. (2013). Envisioning engineering education and practice in the coming intelligence convergence era—a complex adaptive systems approach. Open Engineering, 3(4), 606-619. doi: https://doi.org/10.2478/s13531-013-0122-9
Olsson, M., & Mozelius, P. (2016). On design of online learning environments for programming education. Academic Conferences and Publishing International ECEL (pp.12-24). DIVA. Recuperado de https://goo.gl/6Nlw65
Orooji, F., Taghiyareh, F., & Nasirifard, P. (2015). DoosMooc: An Online Learning Environment Equipped with Innovative Social Interactions. Bulletin of the IEEE Technical Committee on Learning Technology, 17(3), 18. Recuperado de https://goo.gl/p4SEdB
Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A., & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia-Social and Behavioral Sciences, 228, 316-322. doi: https://doi.org/10.1016/j.sbspro.2016.07.047
Perez-Sanagustin, M., Hernández-Leo, D., Santos, P., Kloos, C. D., & Blat, J. (2014). Augmenting reality and formality of informal and non-formal settings to enhance blended learning. IEEE Transactions on Learning Technologies, 7(2), 118-131.doi: https://doi.org/10.1109/tlt.2014.2312719
Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning: Research perspectives. New York: Routledge.
Pirker, J., Gutl, C., & Astatke, Y. (2015). Enhancing online and mobile experimentations using gamification strategies. Experiment@ International Conference (pp. 224-229). IEEE. doi: https://doi.org/10.1109/expat.2015.7463270
Priego, R. G., & Peralta, A. G. (2013). Engagement factors and motivation in e-Learning and blended-learning projects. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (pp. 453-460). ACM. doi: https://doi.org/10.1145/2536536.2536606
Priego, R. G., & Peralta, A. G. (2016). How could quality, motivation and engagement be improved in eLearning?. Campus Virtuales, 5(1), 74-82. Recuperado de https://goo.gl/5fd9Dj
Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. Jounal of online learning and teaching and teaching. 9 (2), 271. Recuperado de https://goo.gl/Ysaq8T
Railean, E. A. (2017). Impacts of Digital Revolution on Learning. En User Interface Design of Digital Textbooks (pp. 1-22). Singapur: Springer Singapore. doi: https://doi.org/10.1007/978-981-10-2456-6_1
Rivera, G. (2004). Modelo de diseño instruccional para programas educativos a distancia. Perfiles educativos, 26(104), 93-114. Recuperado de https://goo.gl/ym1ZTH
Rodgers, W. M., Hall, C. R., Duncan, L. R., Pearson, E., & Milne, M. I. (2010). Becoming a regular exerciser: Examining change in behavioural regulations among exercise initiates. Psychology of Sport and Exercise, 11(5), 378-386. doi: https://doi.org/10.1016/j.psychsport.2010.04.007
Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). doi: https://doi.org/10.19173/irrodl.v5i2.192
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. doi: https://doi.org/10.1006/ceps.1999.1020
Sampieri, R., Collado, C., & Lucio, P. (2014). Metodología de la investigación. Nueva York: Editorial McGraw-Hill.
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. doi: https://doi.org/10.1016/j.chb.2012.06.007
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 44 (1), 5–27. Recuperado de https://goo.gl/sQI6IJ
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. doi: https://doi.org/10.1111/jcal.12088
Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational
Technology, 32(5). doi: https://doi.org/10.14742/ajet.2232
Thomas, C., & Berkling, K. (2013). Redesign of a gamified software engineering course. Interactive Collaborative Learning (ICL), 2013 International Conference (pp. 778-786). IEEE. doi: https://doi.org/10.1109/icl.2013.6644707
Velázquez, E. A. P. (2015). The use of bussines simulators in teaching logistics. Interactive Collaborative and Blended Learning (ICBL), 2015 International Conference (pp. 57-60). IEEE. doi: https://doi.org/10.1109/icbl.2015.7387634
Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35. doi: https://doi.org/10.1016/j.compedu.2015.12.001
Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725. doi: https://doi.org/10.1007/s10459-009-9154-6
Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44-53. doi: https://doi.org/10.1016/j.iheduc.2015.05.002


DOI: https://doi.org/10.5944/ried.21.1.18792