Thin layer gamification in e-learning: evidence on motivation and self-regulation Gamificación superficial en e-learning: evidencias sobre motivación y autorregulación

Abstract

This paper presents a research based on a gamified virtual learning environment for teachers`training, which looks into the impact that the implementation of two types of badgets produce on self-regulation, a competence that improves the learning experience, guides learning mediated by metacognition and increases students' strategic capacity in terms of motivation, planning and evaluation of the learning process itself. The methodology follows the “Design Based Research” paradigm, which analyzes the results of the transformation produced by implementing a new element in authentic educational contexts. The results´analysis is multifaceted, where the evidence has been gathered from the triangulation of quantitative and qualitative methods. The first results show the high consideration given to the function of “reflecting on the tasks” carried out, recognizing that badgers influence “marking as a challenge to follow the rhythm of the course” and “motivation”. Interesting lines of action are opened for the discussion, such as the impact that this transforming scenario would have on a course that was not for teachers`training.