Gamificación en educación: diseñando un curso para diseñadores de juegos

En este artículo argumentamos cómo la gamificación se puede aplicar a la educación para mejorar la motivación del estudiante. Para ello presentamos una experiencia que se desarrolló en un curso de diseño de juegos y en la que incluimos puntos de experiencia, niveles, insignias y retos. El estudio se...

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Fecha de publicación:: 2017

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

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network_acronym_str	REPOUCALDA
network_name_str	Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv	Gamificación en educación: diseñando un curso para diseñadores de juegos Gamification in education: Designing course for game designers
title	Gamificación en educación: diseñando un curso para diseñadores de juegos
spellingShingle	Gamificación en educación: diseñando un curso para diseñadores de juegos Course game designers higher education gamification motivation Curso diseñadores de videojuegos educación superior gamificación motivación
title_short	Gamificación en educación: diseñando un curso para diseñadores de juegos
title_full	Gamificación en educación: diseñando un curso para diseñadores de juegos
title_fullStr	Gamificación en educación: diseñando un curso para diseñadores de juegos
title_full_unstemmed	Gamificación en educación: diseñando un curso para diseñadores de juegos
title_sort	Gamificación en educación: diseñando un curso para diseñadores de juegos
dc.subject.none.fl_str_mv	Course game designers higher education gamification motivation Curso diseñadores de videojuegos educación superior gamificación motivación
topic	Course game designers higher education gamification motivation Curso diseñadores de videojuegos educación superior gamificación motivación
description	En este artículo argumentamos cómo la gamificación se puede aplicar a la educación para mejorar la motivación del estudiante. Para ello presentamos una experiencia que se desarrolló en un curso de diseño de juegos y en la que incluimos puntos de experiencia, niveles, insignias y retos. El estudio se realizó durante los años 2014 y 2015. Para evaluar cómo la gamificación impactó en la experiencia de aprendizaje, utilizamos una encuesta y entrevistas posteriores para los estudiantes. Los resultados muestran mejoras significativas en términos de atención a los materiales de referencia y en la proactividad. También sugieren que nuestro enfoque puede ayudar a los estudiantes a obtener mejores puntajes.
publishDate	2017
dc.date.none.fl_str_mv	2017-07-01 00:00:00 2017-07-01 00:00:00 2017-07-01 2021-02-04T14:55:37Z 2021-02-04T14:55:37Z
dc.type.none.fl_str_mv	Sección Artículos Artículo de revista Journal Article http://purl.org/coar/resource_type/c_6501 Text info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85
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dc.identifier.none.fl_str_mv	1794-7111 https://doi.org/10.17151/kepes.2017.14.16.5 https://repositorio.ucaldas.edu.co/handle/ucaldas/15592 10.17151/kepes.2017.14.16.5 2462-8115
identifier_str_mv	1794-7111 10.17151/kepes.2017.14.16.5 2462-8115
url	https://doi.org/10.17151/kepes.2017.14.16.5 https://repositorio.ucaldas.edu.co/handle/ucaldas/15592
dc.language.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	120 16 91 14 Kepes Abramovich, S., Schunn, C. and Higashi, R. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232. Bannister, R., and Remenyi, D. (2009). Multitasking: The uncertain impact of technology on knowledge workers and managers. Electronic Journal Information Systems Evaluation, 12(1), 1-12. Banks, J. (2013). Co-creating videogames. London, England: Bloomsbury Publishing. Berkling, K. and 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, International Conference. Brophy, J.E. (2013). Motivating students to learn. New York, USA: Routledge. Brown, H. and Ciuffetelli, D.C. (2009). Foundational Methods: Understanding Teaching and Learning. New York, USA: Pearson Education. Brusilovsky, P. (1999). Adaptive and Intelligent Technologies for Web-based Education. Intelligent Systems and Teleteaching Künstliche Intelligenz, 4, 19-25. Contreras Espinosa, R.S. (2016). Elementos de juego y motivación: reflexiones en torno a una experiencia que utiliza gamificación en una asignatura de grado para game designers. En Contreras Espinosa, R.S. y Eguia J.L. (ed.), Gamificación en aulas universitarias (pp. 55-66). Bellaterra, España: Universitat Autònoma de Barcelona. Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York, USA: Harper Perennial Modern Classics. Deci, E. and Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, USA: Plenum Press. Deterding, S. (2013). Gameful Design for Learning. T+D, 67 (7), 60-63. Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011). Gamification: Toward a definition. Proceedings of CHIï 2011. Gamification workshop. Dondlinger, M.J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4, 21-31. Gee, J.P. (2003). What Video Games Have to Teach Us about Learning and Literacy. New York, USA: Palgrave Macmillan. Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. En Herrington, J. (ed.), Proceedings of world Conference on educational Multimedia, Hypermedia and Telecommunications (1999-2008). Chesapeake, USA: AACE. Hamari, J., Koivisto, J. and Sarsa, H. (2014). Does Gamification Work? ― A Literature Review of Empirical Studies on Gamification. 47th Hawaii Int. Conference on System Sciences. Hawaii, USA. Hense, J. et al. (2014). Using gamification to enhance staff motivation in logistics. En Meijer, S.A. and Smeds, R. (eds.), Frontiers in gaming simulation (pp. 206-213). Stockholm, Sweden: Springer. Kapp, K.M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, USA: Pfeiffer. Lee, J. and Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15 (2), 146. Landers, R.N. and Callan, R.C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. En Ma, M., Oikonomou, A. and Jain, L.C. (ed.), Serious games and edutainment applications (pp. 399-423). London, England: Springer-Verlag. Lee, J.J. and Hoadley, C.M. (2007). Leveraging identity to make learning fun: Possible selves and experiential learning in massively multiplayer online games (MMOGs). Innovate, 3 (6). Lei, S. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors’ perspectives. Journal of Instructional Psychology, 37 (2), 153-160. McDermott, A.F., Bavelier, D. and Green, C.S. (2014). Memory abilities in action video game players. Computers in Human Behavior, 34, 69-78. McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York, USA: Penguin Group. Morrison, B. and DiSalvo, B. (2014). Khan academy gamifies computer science. SIGCSE ‘14: the 45th ACM technical symposium on Computer Science education. Muntean, C.I. (2011). Raising engagement in e-learning through gamification. Proceedings of the 6th International Conference on virtual learning. Oravec, J. (2013). Multitasking in online teaching and learning: Design of environments and facilitation of social expectations. Proceedings of the 30th Annual Conference on Distance Teaching & Learning. Ryan, R.M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63 (3), 397-427. Sailer, M. et al. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. Shindler, J. (2007). Transformative Classroom Management. Boston, USA: Pearson Allyn & Bacon Press. Schott, G. and Yeatman, B. (2011). Participatory culture and Half-Life 2 machinima. En Lowood, H. and Nitsche, M. (eds.), The machinima reader (pp. 301-313). Massachusetts, USA: MIT Press. Schunk, D.H., Pintrich, P.R. and Meece, J.L. (2010). Motivation in education: Theory, research, and applications. New York, USA: Pearson. Stevens, D.D. and Levi, A.J. (2005). Introduction to rubrics. Sterling, USA: Stylus. Urhahne, D. (2008). Sieben Arten der Lernmotivation. Psychologische Rundschau, 59 (3), 150-166. Waddington, D.I. (2013). A parallel world for the World Bank: A case study of Urgent: Evoke, an educational alternate reality game. RITPU: Revue Internationale des Technologies en Pédagogie Universitaire, 10, 42-56. Weinert, F.E. (2001). Concept of Competence: A conceptual clarification. En Rychen, D. and Hersh, L. (eds.), Defining and selecting key competences (pp. 45-66). Kirkland, USA: Hogrefe & Huber Publishers. Werbach, K. and Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton, USA: Wharton Digital Press. Wing-yi Cheng, R., Lam, S.-F. and Chung-yan Chan, J. (2008). When Alta Achievers and Baja Achievers Work in the Same Group: The Roles of Group Heterogeneity and Processes in Project-based Learning. British Journal of Educational Psychology, 78, 205-221. Zicherman, G. and Cummingham, C. (2011). Gamification by Design: Implementing game mechanics in web and mobile apps. Sebastopol, Russia: O’Reilly Media. Núm. 16 , Año 2017 : Julio - Diciembre https://revistasojs.ucaldas.edu.co/index.php/kepes/article/download/2691/2489
dc.rights.none.fl_str_mv	Derechos de autor 2017 Kepes https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Derechos de autor 2017 Kepes https://creativecommons.org/licenses/by/4.0/ http://purl.org/coar/access_right/c_abf2
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dc.publisher.none.fl_str_mv	universidad de Caldas
publisher.none.fl_str_mv	universidad de Caldas
dc.source.none.fl_str_mv	https://revistasojs.ucaldas.edu.co/index.php/kepes/article/view/2691
institution	Universidad de Caldas
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spelling	Gamificación en educación: diseñando un curso para diseñadores de juegosGamification in education: Designing course for game designersCoursegame designershigher educationgamificationmotivationCursodiseñadores de videojuegoseducación superiorgamificaciónmotivaciónEn este artículo argumentamos cómo la gamificación se puede aplicar a la educación para mejorar la motivación del estudiante. Para ello presentamos una experiencia que se desarrolló en un curso de diseño de juegos y en la que incluimos puntos de experiencia, niveles, insignias y retos. El estudio se realizó durante los años 2014 y 2015. Para evaluar cómo la gamificación impactó en la experiencia de aprendizaje, utilizamos una encuesta y entrevistas posteriores para los estudiantes. Los resultados muestran mejoras significativas en términos de atención a los materiales de referencia y en la proactividad. También sugieren que nuestro enfoque puede ayudar a los estudiantes a obtener mejores puntajes.This article explores how gamification can be applied to education to improve student motivation. An experience developed in a game design course, in which experience points, levels, badges and challenges were included, is presented to this end. The study took place during 2014 and 2015. To assess how gamification impacted the learning experience, a survey and subsequent interviews with the students were applied. Results show significant improvement in terms of attention to reference materials and proactivity. They also suggest that this approach can help students score better.universidad de Caldas2017-07-01 00:00:002021-02-04T14:55:37Z2017-07-01 00:00:002021-02-04T14:55:37Z2017-07-01Sección ArtículosArtículo de revistaJournal Articlehttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf1794-7111https://doi.org/10.17151/kepes.2017.14.16.5https://repositorio.ucaldas.edu.co/handle/ucaldas/1559210.17151/kepes.2017.14.16.52462-8115https://revistasojs.ucaldas.edu.co/index.php/kepes/article/view/2691spa120169114KepesAbramovich, S., Schunn, C. and Higashi, R. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232.Bannister, R., and Remenyi, D. (2009). Multitasking: The uncertain impact of technology on knowledge workers and managers. Electronic Journal Information Systems Evaluation, 12(1), 1-12.Banks, J. (2013). Co-creating videogames. London, England: Bloomsbury Publishing.Berkling, K. and 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, International Conference.Brophy, J.E. (2013). Motivating students to learn. New York, USA: Routledge.Brown, H. and Ciuffetelli, D.C. (2009). Foundational Methods: Understanding Teaching and Learning. New York, USA: Pearson Education.Brusilovsky, P. (1999). Adaptive and Intelligent Technologies for Web-based Education. Intelligent Systems and Teleteaching Künstliche Intelligenz, 4, 19-25.Contreras Espinosa, R.S. (2016). Elementos de juego y motivación: reflexiones en torno a una experiencia que utiliza gamificación en una asignatura de grado para game designers. En Contreras Espinosa, R.S. y Eguia J.L. (ed.), Gamificación en aulas universitarias (pp. 55-66). Bellaterra, España: Universitat Autònoma de Barcelona.Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York, USA: Harper Perennial Modern Classics.Deci, E. and Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, USA: Plenum Press.Deterding, S. (2013). Gameful Design for Learning. T+D, 67 (7), 60-63.Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011). Gamification: Toward a definition. Proceedings of CHIï 2011. Gamification workshop.Dondlinger, M.J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4, 21-31.Gee, J.P. (2003). What Video Games Have to Teach Us about Learning and Literacy. New York, USA: Palgrave Macmillan.Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. En Herrington, J. (ed.), Proceedings of world Conference on educational Multimedia, Hypermedia and Telecommunications (1999-2008). Chesapeake, USA: AACE.Hamari, J., Koivisto, J. and Sarsa, H. (2014). Does Gamification Work? ― A Literature Review of Empirical Studies on Gamification. 47th Hawaii Int. Conference on System Sciences. Hawaii, USA.Hense, J. et al. (2014). Using gamification to enhance staff motivation in logistics. En Meijer, S.A. and Smeds, R. (eds.), Frontiers in gaming simulation (pp. 206-213). Stockholm, Sweden: Springer.Kapp, K.M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, USA: Pfeiffer.Lee, J. and Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15 (2), 146.Landers, R.N. and Callan, R.C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. En Ma, M., Oikonomou, A. and Jain, L.C. (ed.), Serious games and edutainment applications (pp. 399-423). London, England: Springer-Verlag.Lee, J.J. and Hoadley, C.M. (2007). Leveraging identity to make learning fun: Possible selves and experiential learning in massively multiplayer online games (MMOGs). Innovate, 3 (6).Lei, S. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors’ perspectives. Journal of Instructional Psychology, 37 (2), 153-160.McDermott, A.F., Bavelier, D. and Green, C.S. (2014). Memory abilities in action video game players. Computers in Human Behavior, 34, 69-78.McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York, USA: Penguin Group.Morrison, B. and DiSalvo, B. (2014). Khan academy gamifies computer science. SIGCSE ‘14: the 45th ACM technical symposium on Computer Science education.Muntean, C.I. (2011). Raising engagement in e-learning through gamification. Proceedings of the 6th International Conference on virtual learning.Oravec, J. (2013). Multitasking in online teaching and learning: Design of environments and facilitation of social expectations. Proceedings of the 30th Annual Conference on Distance Teaching & Learning.Ryan, R.M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63 (3), 397-427.Sailer, M. et al. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.Shindler, J. (2007). Transformative Classroom Management. Boston, USA: Pearson Allyn & Bacon Press.Schott, G. and Yeatman, B. (2011). Participatory culture and Half-Life 2 machinima. En Lowood, H. and Nitsche, M. (eds.), The machinima reader (pp. 301-313). Massachusetts, USA: MIT Press.Schunk, D.H., Pintrich, P.R. and Meece, J.L. (2010). Motivation in education: Theory, research, and applications. New York, USA: Pearson.Stevens, D.D. and Levi, A.J. (2005). Introduction to rubrics. Sterling, USA: Stylus.Urhahne, D. (2008). Sieben Arten der Lernmotivation. Psychologische Rundschau, 59 (3), 150-166.Waddington, D.I. (2013). A parallel world for the World Bank: A case study of Urgent: Evoke, an educational alternate reality game. RITPU: Revue Internationale des Technologies en Pédagogie Universitaire, 10, 42-56.Weinert, F.E. (2001). Concept of Competence: A conceptual clarification. En Rychen, D. and Hersh, L. (eds.), Defining and selecting key competences (pp. 45-66). Kirkland, USA: Hogrefe & Huber Publishers.Werbach, K. and Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton, USA: Wharton Digital Press.Wing-yi Cheng, R., Lam, S.-F. and Chung-yan Chan, J. (2008). When Alta Achievers and Baja Achievers Work in the Same Group: The Roles of Group Heterogeneity and Processes in Project-based Learning. British Journal of Educational Psychology, 78, 205-221.Zicherman, G. and Cummingham, C. (2011). Gamification by Design: Implementing game mechanics in web and mobile apps. Sebastopol, Russia: O’Reilly Media.Núm. 16 , Año 2017 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/kepes/article/download/2691/2489Derechos de autor 2017 Kepeshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Contreras Espinosa, Ruth S.Eguía Gómez, José Luisoai:repositorio.ucaldas.edu.co:ucaldas/155922024-07-16T21:50:06Z

Gamificación en educación: diseñando un curso para diseñadores de juegos

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