| Revista: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568305 |
| ISSN: | 2310-3648 |
| Autores: | Castillo Guzmán, Mónica Paulina1 |
| Instituciones: | 1https://orcid.org/0000-0003-3971-3481, |
| Año: | 2023 |
| Volumen: | 12 |
| Número: | 2 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | Gamification has become a strategy to include in the classroom due to the interest it arouses in students, as well as the change in educational paradigms centered on the transmission of knowledge in one way, such as traditional education with lectures and students. exposed to passivity. The educational process has taken relevant turns over the years, therefore, gamifying learning environments dignifies teaching work, becomes a constant creative, involves students in all processes of knowledge acquisition, in contexts that give Greater freedom and security to express. Teachers should worry about including playful tools that allow academic, behavioral and aptitude progress in order to develop content, achieve active participation in class and strengthen critical thinking. The objective of this article is to determine the incidence of gamification in the active learning of students, through the documentary review of scientific research from various geographical locations. Being an investigation with a qualitative approach and bibliographic review, it is based on the review of scientific literature by several authors, both nationally and internationally, information published in the period of time between 2018 and 2021 was examined, resulting in the effectiveness of its application in educational contexts in groups of different ages, gamification constitutes a strategy that motivates challenges, interests and therefore the improvement in the cognitive, social and emotional development of students |
| Resumen en español | La gamificación se ha convertido en una estrategia a incluir en los salones de clase debido al interés que despierta en los estudiantes, así como el cambio de paradigmas educativos centralizados en la transmisión de conocimientos de una sola vía como la educación tradicional con clases magistrales y estudiantes expuestos a la pasividad. El proceso educativo ha dado giros relevantes a lo largo de los años, por tanto, ludificar los ambientes de aprendizaje dignifica el trabajo docente, se convierte en un creativo constante involucra a los educandos en todos los procesos de adquisición de saberes, en contextos que dan mayor libertad y seguridad para expresar. Los docentes deben preocuparse por incluir herramientas lúdicas que permitan el avance académico, comportamental y aptitudinal con la finalidad de desarrollar contenidos, lograr activas participaciones en clase y fortalecer el pensamiento crítico. El presente artículo tiene como objetivo determinar la incidencia de la gamificación en el aprendizaje activo de los estudiantes, a través de la revisión documental de investigaciones científicas de diversos lugares geográficos. Siendo una investigación con un enfoque cualitativo y de revisión bibliográfica, se sustenta en la revisión de literatura científica de varios autores, tanto a nivel nacional como internacional, se examinó información publicada en el período de tiempo entre 2018 al 2021, resultando evidente la efectividad de su aplicación en contextos educativos en grupos de diferentes edades, la gamificación constituye una estrategia que motiva retos, intereses y por ende la mejora en el desarrollo cognitivo, social y emocional de los estudiantes.Abstract: Gamification has become a strategy to include in the classroom due to the interest it arouses in students, as well as the change in educational paradigms centered on the transmission of knowledge in one way, such as traditional education with lectures and students. exposed to passivity. The educational process has taken relevant turns over the years, therefore, gamifying learning environments dignifies teaching work, becomes a constant creative, involves students in all processes of knowledge acquisition, in contexts that give Greater freedom and security to express. Teachers should worry about including playful tools that allow academic, behavioral and aptitude progress in order to develop content, achieve active participation in class and strengthen critical thinking. The objective of this article is to determine the incidence of gamification in the active learning of students, through the documentary review of scientific research from various geographical locations. Being an investigation with a qualitative approach and bibliographic review, it is based on the review of scientific literature by several authors, both nationally and internationally, information published in the period of time between 2018 and 2021 was examined, resulting in the effectiveness of its application in educational contexts in groups of different ages, gamification constitutes a strategy that motivates challenges, interests and therefore the improvement in the cognitive, social and emotional development of students.Keywords: gamification, active learning, strategy, innovation. |
| Palabras clave: | aprendizaje activo, estrategia, gamificación, innovación |
| Keyword: | gamification, active learning, strategy, innovation |
| Texto completo: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
