Aplicação da gamificação na Educação Infantil e no Ensino Fundamental: análise temática

Autores

  • ‪Alejandro Lorenzo-Lledó‬ Universidad de Alicante https://orcid.org/0000-0002-0224-5824
  • Elena Pérez Vázquez Universidad de Alicante
  • Eliseo Andreu Cabrera Universidad de Alicante
  • Gonzalo Lorenzo Lledó Universidad de Alicante

DOI:

https://doi.org/10.47197/retos.v50.97366

Palavras-chave:

gamification, DMC Pyramid, early childhood education, primary education, thematic analysis

Resumo

Nos últimos anos, o interesse na aplicação da gamificação na educação tem aumentado. A gamificação visa estimular o pensamento dos alunos através de técnicas de jogo, envolvendo-os e propondo a resolução de problemas. O estudo tem como objetivo realizar uma análise temática sobre o uso da gamificação em alunos da primeira infância e do ensino fundamental. Para tanto, foi realizada uma revisão sistemática utilizando o modelo PRISMA na base de dados Web of Science, seguindo critérios de inclusão e exclusão, sobre estudos quantitativos e qualitativos experimentais e quase-experimentais que exploram a gamificação na primeira infância e no ensino fundamental. Foram analisados ​​24 estudos. Os resultados mostram que a pesquisa visa melhorar as competências acadêmicas e colaborativas e aumentar a motivação com resultados positivos. Além disso, a maior parte dos estudos envolve alunos entre 10 e 12 anos e são desenvolvidos em disciplinas de ciências com apoio de aplicações tecnológicas e elementos gamificados. Concluindo, ficou comprovado que a gamificação tem sido aplicada na primeira infância e no ensino fundamental para diversas áreas e objetivos. Da mesma forma, como estratégia de ensino tem proporcionado melhorias significativas no desempenho acadêmico, motivação e autonomia, o que torna aconselhável continuar a aprofundar a sua aplicação.

Palavras-chave: gamificação, educação infantil, ensino fundamental, análise temática

Referências

Alhalafawy, W., & Zaki, M. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Devel-opment of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107–123. https://doi.org/10.3991/ijim.v13i08.10725

Almeida, C., Azevedo, J., Gregório, M. J., Barros, R., Severo, M., & Padrão, P. (2021). Parental practices, preferences, skills and attitudes on food consumption of pre-school children: Results from Nutriscience Project. PLoS ONE, 16(5): e0251620. https://doi.org/10.1371/journal.pone.0251620

Almeida, C., Kalinowski, M., & Feijó, B. (2021). A Systematic Mapping of Negative Effects of Gamification in Educa-tion/Learning Systems. In 2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA) (pp. 17-24). IEEE. https://doi.org/10.1109/seaa53835.2021.00011

Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18, 395-417. https://doi.org/10.28945/4417

Campillo-Ferrer, J. M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies. Sustainability, 12, 4822. https://doi.org/10.3390/su12124822

Castañeda-Vázquez, C., Espejo-Garcés, T., Zurita-Ortega, F., & Fernández-Revelles, A. (2019). La formación de los futu-ros docentes a través de la gamificación, tic y evaluación continua. SPORT TK-Revista EuroAmericana de Ciencias del Depor-te, 8(2), 55–63. https://doi.org/10.6018/sportk.391751

Cenizo-Benjumea, J. M., Vázquez-Ramos, F. J., Ferreras-Mencía, S., & Galvez-Gonzalez, J. (2022). Efecto de un progra-ma gamificado de Educación física en la habilidad del salto (Effect of a gamified physical education program on jumping ability). Retos, 46, 358–367. https://doi.org/10.47197/retos.v46.89749

Cortizo, J. C., Carrero, F., Monsalve, B., Velasco, A., Díaz del Dedo, L. I. y Pérez Martín, J. (2011). Gamificación y Do-cencia: Lo que la Universidad tiene que aprender de los Videojuegos. En M. J. García García y E. Icarán (coords.), VIII Jornadas internacionales de innovación universitaria “Retos Y Oportunidades Del Desarrollo de Los Nuevos Títulos En Educación Superior”. Madrid: Universidad Europea de Madrid.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British journal of nursing, 17(1), 38-43. https://doi.org/10.12968/bjon.2008.17.1.28059

Cruz-García, I., Martín-García, J. A., Pérez-Marin, D., & Pizarro, C. (2021). Propuesta de didáctica de la Programación en Educación Primaria basada en la gamificación usando videojuegos educativos. Education in the Knowledge Society (EKS), 22, e26130. https://doi.org/10.14201/eks.26130

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defin-ing "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environ-ments (MindTrek '11) (pp. 9-15). New York, USA: Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040

Díaz-Delgado, N. (2018). Gamificar y transformar la escuela. Revista Mediterránea De Comunicación, 9(2), 61–73. https://doi.org/10.14198/MEDCOM.12457

Díez Rioja, J. C., Bañeres Besora, D., & Serra Vizern, M. (2017). Experiencia de gamificación en Secundaria en el Aprendi-zaje de Sistemas Digitales. Education in the Knowledge Society (EKS), 18(2), 85–105. https://doi.org/10.14201/eks201718285105

Donnermann, M., Lein, M., Messingschlager, T., Riedmann, A., Schaper, P., Steinhaeusser, S., & Lugrin, B. (2021). Social robots and gamification for technology supported learning: An empirical study on engagement and motivation. Computers in Human Behavior, 121, 106792. https://doi.org/10.1016/j.chb.2021.106792

Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3), 3327-3346. https://doi.org/10.1007/s10639-020-10394-y

Fiş Erümit, S., & Karakuş Yılmaz, T. (2022). Gamification design in education: What might give a sense of play and learn-ing? Technology, Knowledge and Learning, 27(4), 1039-1061. https://doi.org/10.1007/s10758-022-09604-y

Flores Aguilar, G. (2019). ¿Jugamos al Súper Mario Bros? Descripción de una experiencia gamificada en la formación del profesorado de Educación Física (Will we play Super Mario Bros? Description of a gamified experience in the training of Physical Education teachers). Retos, 36, 529–534. https://doi.org/10.47197/retos.v36i36.67816

García Álvarez, P. A., González Rivas, R. A., Marín Uribe, R., & Soto Valenzuela, M. C. (2022). Aplicación de estrategias de gamificación en la formación académica de educadores físicos: revisión sistemática (Application of gamification stra-tegies in the academic training of physical educators: systematic review). Retos, 46, 1143–1149. https://doi.org/10.47197/retos.v46.94753

García Ordóñez, E., & Fernández Lorenzo, G. (2022). Intervención educativa mediante una propuesta de gamificación para mejorar la adhesión a la dieta mediterránea en estudiantes gallegos de primaria (Educational intervention through a gami-fication proposal to improve adherence to the Mediterranean diet in. Retos, 44, 128–135. https://doi.org/10.47197/retos.v44i0.90142

García-González, A., & Ramírez-Montoya, M. S. (2019). Systematic mapping of scientific production on open innovation (2015–2018): Opportunities for sustainable training environments. Sustainability, 11(6), 1781. https://doi.org/10.3390/su11061781

García-Ruiz, R., Bonilla-del-Río, M., & Diego-Mantecón, J. M. (2018). Gamificación en la Escuela 2.0: una alianza educa-tiva entre juego y aprendizaje. In Gamificación en Iberoamérica. Experiencias desde la comunicación y la educación (pp. 71–94). Quito, Ecuador: Universidad Politécnica Salesiana. https://doi.org/10.5281/zenodo.1689029

Garcia-Sanjuan, F., Jurdi, S., Jaen, J., & Nacher, V. (2018). Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education. Computers & Education, 123, 65-84. https://doi.org/10.1016/j.compedu.2018.04.011

Garmen, P., Rodríguez, C., García-Redondo, P., & San-Pedro-Veledo, J. (2019). Multiple intelligences and video games: Assessment and intervention with TOI software. [Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI]. Comunicar, 58, 95-104. https://doi.org/10.3916/C58-2019-09

Gómez-García, G., Marín-Marín, J. A., Romero-Rodríguez, J. M., Ramos Navas-Parejo, M., & Rodríguez Jiménez, C. (2020). Effect of the flipped classroom and gamification methods in the development of a didactic unit on healthy habits and diet in primary education. Nutrients, 12(8), 2210. https://doi.org/10.3390/nu12082210

Halloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P. (2018). Gamification for development: a case of collaborative learning in Sri Lankan primary schools. Personal and Ubiquitous Computing, 22(2), 391-407. https://doi.org/10.1007/s00779-017-1073-6

Hsu, C. C., & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73-88. https://doi.org/10.1016/j.compedu.2018.02.002

Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on under-graduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653

Hursen, C., & Bas, C. (2019). Use of Gamification Applications in Science Education. International Journal of Emerging Tech-nologies in Learning (iJET), 14(01), 4–23. https://doi.org/10.3991/ijet.v14i01.8894

Ioannou, A. (2019). A model of gameful design for learning using interactive tabletops: enactment and evaluation in the socio-emotional education classroom. Educational Technology Research and Development, 67(2), 277-302. https://doi.org/10.1007/s11423-018-9610-1

Isayama, D., Ishiyama, M., Relator, R., & Yamazaki, K. (2016). Computer science education for primary and lower sec-ondary school students: Teaching the concept of automata. ACM Transactions on Computing Education (TOCE), 17(1), 1-28. https://doi.org/10.1145/2940331

Ishaq, K., Zin, N. A. M., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: a systematic literature review. PeerJ Computer Science, 7, e496. https://doi.org/10.7717/peerj-cs.496

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. In Proceedings of 9th international Balkan education and science conference (Vol. 1, pp. 679-684).

Kim, J. S., Asher, C. A., Burkhauser, M., Mesite, L., & Leyva, D. (2019). Using a sequential multiple assignment random-ized trial (SMART) to develop an adaptive K–2 literacy intervention with personalized print texts and app-based digital activities. AERA Open, 5(3). https://doi.org/10.1177/2332858419872701

Lamprinou, D., & Paraskeva, F. (2015). Gamification design framework based on SDT for student motivation. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 406-410). IEEE. https://doi.org/10.1109/IMCTL.2015.7359631

Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years educa-tion. Computer Science and Information Systems, 17(1), 339-356. https://doi.org/10.2298/CSIS190511043L

Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.

Lledó, A., Pérez-Vázquez, E., Lorenzo-Lledó, A., & Lledó, G. L. (2021). Gamification as a Didactic Strategy for the Physi-cal Education of Pre-School Students. In Physical Education Initiatives for Early Childhood Learners (pp. 142-166). IGI Glob-al: Hershey PA, USA. https://doi.org/10.4018/978-1-7998-7585-7.ch009

Lorenzo, G., Lledó, A., Pérez-Vázquez, E., & Lorenzo-Lledó, A. (2021). Action protocol for the use of robotics in students with Autism Spectrum Disoders: A systematic-review. Education and Information Technologies, 26(4), 4111-4126. https://doi.org/10.1007/s10639-021-10464-9

Lorenzo, G., Lledó, A., Pomares, J., Roig, R., & Arnaiz, P. (2016). Bibliometric indicators in the study of Asperger syn-drome between 1990 and 2014. Scientometrics 109, 377–388. https://doi.org/10.1007/s11192-016-1975-5

Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustaina-bility, 13(4), 2247. https://doi.org/10.3390/su13042247

Moreno-Guerrero, A.-J., Parra-González, M.-E., López-Belmonte, J., & Segura Robles, A. (2022). Innovando en educa-ción nutricional: Aplicación de la gamificación y recursos digitales en estudiantes de secundaria (Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students). Retos, 43, 438–446. https://doi.org/10.47197/retos.v43i0.87569

Navarro Mateos, C., Pérez López, I. J., & Marzo, P. F. (2021). La gamificación en el ámbito educativo español: revisión sistemática (Gamification in the Spanish educational field: a systematic review). Retos, 42, 507–516. https://doi.org/10.47197/retos.v42i0.87384

Orozco, I., & Moriña, A. (2020). Estrategias metodológicas que promueven la inclusión en educación infantil, primaria y secundaria. Revista Internacional de Educación para la Justicia Social, 9(1), 81-98. https://doi.org/10.15366/riejs2020.9.1.004

Ortiz-Colón, A. M., Jordán, J., & Agredal, M. (2018). Gamificación en educación: una panorámica sobre el estado de la cuestión. Educação e pesquisa, 44, e173773. http://dx.doi.org/10.1590/S1678-4634201844173773

Paniagua, S., Herrero, R., García-Pérez, A. I., & Calvo, L. F. (2019). Study of Binqui. An application for smartphones based on the problems without data methodology to reduce stress levels and improve academic performance of chemical engineering students. Education for Chemical Engineers, 27, 61-70. https://doi.org/10.1016/j.ece.2019.03.003

Page, M. J., & Moher, D. (2017). Evaluations of the uptake and impact of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) Statement and extensions: a scoping review. Systematic reviews, 6(1), 1-14. https://doi.org/10.1186/s13643-017-0663-8

Pérez Pueyo, Ángel, & Hortigüela Alcalá, D. (2020). ¿Y si toda la innovación no es positiva en Educación Física? Reflexiones y consideraciones prácticas (Is innovation always positive in Physical Education? Reflections and practical considera-tions). Retos, 37, 579–587. https://doi.org/10.47197/retos.v37i37.74176

Puig, A., Rodríguez, I., Baldeón, J., & Múria, S. (2021). Children building and having fun while they learn geometry. Com-puter Applications in Engineering Education, 30(3), 741-758. https://doi.org/10.1002/cae.22484

Putz, L.M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitu-dinal study. Computers in Human Behavior, 110, 106392. https://doi.org/10.1016/j.chb.2020.106392

Quintas, A., & Bustamante, J. C. (2021). Effects of gamified didactic with exergames on the psychological variables associ-ated with promoting physical exercise: results of a natural experiment run in primary schools. Physical Education and Sport Pedagogy, 28(5), 467-481. https://doi.org/10.1080/17408989.2021.1991905

Quintas, A., Bustamante, J. C., Pradas, F., & Castellar, C. (2020). Psychological effects of gamified didactics with exer-games in Physical Education at primary schools: Results from a natural experiment. Computers & Education, 152, 103874. https://doi.org/10.1016/j.compedu.2020.103874

Quintas-Hijós, A., Peñarrubia-Lozano, C., & Bustamante, J. C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLoS ONE, 15(4), e0231269. https://doi.org/10.1371/journal.pone.0231269

Quintero González, L. E., Jiménez Jiménez, F., & Area Moreira, M. (2018). Más allá del libro de texto. La gamificación mediada con TIC como alternativa de innovación en Educación Física (Beyond the textbook. Gamification through ITC as an innovative alternative in Physical Education). Retos, 34, 343–348. https://doi.org/10.47197/retos.v0i34.65514

Rawendy, D., Ying, Y., Arifin, Y., & Rosalin, K. (2017). Design and development game Chinese language learning with gamification and using mnemonic method. Procedia Computer Science, 116, 61-67. https://doi.org/10.1016/j.procs.2017.10.009

Real-Pérez, M., Sánchez-Oliva, D., & Moledo, C. P. (2021). Proyecto África “La Leyenda de Faro”: Efectos de una meto-dología basada en la gamificación sobre la motivación situacional respecto al contenido de expresión corporal en Educa-ción Secundaria (Africa Project "La Leyenda de Faro": Effects of a methodology. Retos, 42, 567–574. https://doi.org/10.47197/retos.v42i0.86124

Riaz, M. S., Cuenen, A., Janssens, D., Brijs, K., & Wets, G. (2019). Evaluation of a gamified e-learning platform to im-prove traffic safety among elementary school pupils in Belgium. Personal and Ubiquitous Computing, 23(5), 931-941. https://doi.org/10.1007/s00779-019-01221-4

Ríos Félix, J. M., Zatarain Cabada, R., & Barrón Estrada, M. L. (2020). Teaching computational thinking in Mexico: A case study in a public elementary school. Education and Information Technologies, 25(6), 5087-5101. https://doi.org/10.1007/s10639-020-10213-4

Rodríguez Martín, B., Flores Aguilar, G., & Fernández Río, J. (2022). Ansiedad ante el fracaso en educación física ¿puede la gamificación promover cambios en las alumnas de primaria? (Anxiety about failure in physical education. Can gamifica-tion promote changes in elementary school girls?). Retos, 44, 739–748. https://doi.org/10.47197/retos.v43i0.90864

Romero-Rodríguez, L.M., & Torres-Toukoumidis, Á. (2018). Con la información sí se juega: Los newsgames como narra-tivas inmersivas transmedias. In L.M. Romero-Rodríguez, & A. Torres-Toukoumidis (Ed.), Gamificación en Iberoamérica. Experiencias desde la comunicación y la educación (pp. 35-54). Quito, Ecuador: Abya-Yala.

Ros-Morente, A., Cabello Cuenca, E., & Filella Guiu, G. (2018). Analysis of the Effects of two Gamified Emotional Educa-tion Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents. International Journal of Emerging Technologies in Learning (iJET), 13(09), 148–159. https://doi.org/10.3991/ijet.v13i09.7841

Sailer, M., & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. https://doi.org/10.1111/bjet.12948

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (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. https://doi.org/10.1016/j.chb.2016.12.033

Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technolo-gy, Knowledge and Learning, 27(1), 139-159. https://doi.org/10.1007/s10758-020-09487-x

Sánchez Silva, Álvaro, & Lamoneda Prieto, J. (2021). Hibridación de la Gamificación, la educación física relacionada con la salud y el Modelo Integral de Transición Activa hacia la Autonomía en la iniciación al Crossfit en estudiantes de Secunda-ria (Hybridization of Gamification, Health Based Physical Educ. Retos, 42, 627–635. https://doi.org/10.47197/retos.v42i0.87274

Sera, L., & Wheeler, E. (2017). Game on: The gamification of the pharmacy classroom. Currents in Pharmacy Teaching and Learning, 9(1), 155-159. https://doi.org/10.1016/j.cptl.2016.08.046

Sevilla-Sanchez, M., Dopico Calvo, X., Morales, J., Iglesias-Soler, E., Fariñas, J., & Carballeira, E. (2022). La gamificación en educación física: efectos sobre la motivación y el aprendizaje (Gamification in Physical Education: Evaluation of im-pact on motivation and motor learning). Retos, 47, 87–95. https://doi.org/10.47197/retos.v47.94686

Silva, R., Rodrigues, R., & Leal, C. (2020). Gamification in management education-A literature mapping. Education and Information Technologies, 25(3), 1803-1835. https://doi.org/10.1007/s10639-019-10055-9

Souza Júnior, A. F. de, Oliveira, M. R. R. de, & Carvalho de Araújo, A. (2022). El debate de la tecnología digital en la formación continua del profesorado de Educación Física: usos y conceptos para la enseñanza y el aprendizaje (The debate of digital technology in the continuing Physical Education teacher education: uses and concepts for teaching and lear-ning). Retos, 46, 694–704. https://doi.org/10.47197/retos.v46.94484

Souza Machado, A. A., Lau, C. W., Till, J., Kloas, W., Lehmann, A., Becker, R., & Rillig, M. C. (2018). Impacts of mi-croplastics on the soil biophysical environment. Environmental science & technology, 52(17), 9656-9665. https://doi.org/10.1021/acs.est.8b02212

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. https://doi.org/10.1111/jcal.12088

Sudarmilah, E., Irsyadi, F. Y. A., Purworini, D., Fatmawati, A., Haryanti, Y., Santoso, B., ... & Ustia, N. (2020, April). Improving knowledge about Indonesian culture with augmented reality gamification. In IOP Conference Series: Materials Science and Engineering (Vol. 830, No. 3, p. 032024). IOP Publishing. http://dx.doi.org/10.1088/1757-899X/830/3/032024

Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2), 69. https://doi.org/10.3390/educsci11020069

Tsai, T. H., & Chiang, Y. W. (2019, December). Research study on applying SLAM-Based Augmented Reality technology for gamification history guided tour. In 2019 IEEE International Conference on Architecture, Construction, Environment and Hydraulics (ICACEH) (pp. 116-119). IEEE. http://dx.doi.org/10.1109/ICACEH48424.2019.9041939

Vázquez Ramos, F. J. (2021). Una propuesta para gamificar paso a paso sin olvidar el currículum: modelo Edu-Game (A proposal to gamify step by step without forgetting the curriculum: Edu-Game model). Retos, 39, 811–819. https://doi.org/10.47197/retos.v0i39.76808

Wardani, I., Tolle, H., & Aknuranda, I. (2019). Evaluation of an Educational Media on Cube Nets Based on Learning Effec-tiveness and Gamification Parameters. International Journal of Emerging Technologies in Learning (iJET), 14(14), pp. 4–18. https://doi.org/10.3991/ijet.v14i14.10505

Werbach, K., & Hunter, D (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.

Wiklund, E., & Wakerius, V. (2016). The gamification process: a framework on gamification. Jönköping Universitys, Sweden.

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

Zhao, J., Hwang, G. J., Chang, S. C., Yang, Q. F., & Nokkaew, A. (2021). Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Educational Technology Research and Development, 69(6), 3255-3280. https://doi.org/10.1007/s11423-021-10053-0

Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Comput-ers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w

Downloads

Publicado

2023-09-15

Como Citar

Lorenzo-Lledó‬, ‪Alejandro, Pérez Vázquez, E., Andreu Cabrera, E., & Lorenzo Lledó, G. (2023). Aplicação da gamificação na Educação Infantil e no Ensino Fundamental: análise temática. Retos, 50, 858–875. https://doi.org/10.47197/retos.v50.97366

Edição

Secção

Artigos de caráter científico: trabalhos de pesquisas básicas e/ou aplicadas.