Analysis of the teaching digital skills and the use of ICT resources after a university intervention process, which was based on the implementation of an innovative gamification methodology

Abstract

INTRODUCTION. The inclusion of the digital competence in the training curriculums of university students is necessary because of the changes experienced in society due to the digitization of all its fields. Students must acquire the necessary skills and abilities to use the technological resources that allow them to function freely within the digital age. To promote its development, universities implement active methodologies where the student becomes the protagonist of the teaching-learning process. Among these methodological proposals is gamification. METHOD. This work presents the results obtained on the development of the digital teaching competence, taking into account its five dimensions, in the student bodies of the Degree of Social Education (ES) and the Degree of Physical Activity and Sport Science (CAFD), using a gamified project as a methodological strategy. A Quantitative research of a quasi-experimental nature has been carried out with repeated pretest-postest measures without a control group. The sample consists of 86 students (48 ES and 38 CAFD). 44.9% are men and 55.1% are women and the participants belong to the age groups that range from 18 to 25 . RESULTS. The results show that, after intervention through the implementation of gamification, all values in the five dimensions of the digital teaching competence (digital literacy, communication, collaboration, content creation, security and problem solving) increase considerably. DISCUSSION. The study concludes that when the development of the digital skills are promoted through active learning strategies such as gamification, the results are favorable in all its items, regardless of the sex or the degree studied.