Gamificación como Estrategia de Enseñanza en Laboratorios Académicos: Una Experiencia de Pedagogía Activa y Participativa
Gamification as a Teaching Strategy in Academic Laboratories: Towards an Active and Participatory Pedagogy
Abstract
The current challenges facing higher education require strategies that promote active learning and stimulate teaching and learning processes. This topic underpins the objective of the research to determine the basis for gamification design as a teaching strategy in academic laboratories and active and participatory pedagogical experience. Through descriptive-propositional research, the variables that underpin gamified design are analyzed. The sample consisted of 14 professors who use academic laboratories in the Marketing and International Business program at an accredited private university in Santiago de Cali, Colombia. For information collection, a structured digital instrument with 4 questions was applied, the results of which were analyzed using a qualitative approach through a comparative matrix of theoretical data and the analysis of empirical reality. The findings show the interest of teachers and students in active participation as opposed to traditional activities. Likewise, there is a prevailing interest among teachers in revitalizing their role by appropriating and adapting gamified processes to strengthen teaching and learning. The conclusion is that practices based on active pedagogies are relevant, particularly gamification projected toward the use of digital technologies (video games) and transdisciplinary interactions between teachers, technologists, and students.
Downloads
References
Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part 2 – Descriptive studies. Perspectives in Clinical Research, 10(1), 34-36. https://doi.org/10.4103/picr.picr_154_18
Coto, E. A. (2021). Virtualización, gamificación y clase invertida en el Laboratorio de Metalurgia. Revista Fidélitas, 2(2), 40-50. https://doi.org/10.46450/revistafidelitas.v2i2.42
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. https://doi.org/10.1145/2181037.2181040
Donkin, R., Askew, E., & Stevenson, H. (2019). Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Medical Education, 19, 1-12. https://doi.org/10.1186/s12909-019-1745-1
Dorta, G., & Jiménez, M. (2023). Gamificación online como estrategia de aprendizaje significativo del teorema de Pitágoras. Encuentro Educacional, 29(2), 397-413. https://produccioncientifica.luz.edu.ve/index.php/encuentro/article/view/39502
Espejo, R. M. (2016). ¿Pedagogía activa o métodos activos? el caso del aprendizaje activo en la universidad. Revista Digital de Investigación en Docencia Universitaria, 10(1), 16–27. https://doi.org/10.19083/ridu.10.456
Espinosa-Ríos, E. A., González-López, K. D., & Hernández-Ramírez, L. T. (2016). Las prácticas de laboratorio: una estrategia didáctica en la construcción de conocimiento científico escolar. Entramado, 12(1), 266-281.
https://doi.org/10.18041/entramado.2016v12n1.23125
García, V., Márquez, V. & Recalde C. (2021). El aprendizaje activo y el laboratorio para el aprendizaje de las ciencias y la enseñanza del cómo hacer ciencia. Editorial Unach. https://doi.org/10.37135/u.editorial.05.34
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2019). Artificial Intelligence in Higher Education: A Bibliometric Study on its Impact in the Scientific Literature. Education Sciences, 9(1), 51, 1-9. https://doi.org/10.3390/educsci9010051
Iborra, M., Ramírez, E., Tejero, J., Bringué, R., Fité, C., & Cunill, F. (2014). Revamping of teaching–learning methodologies in laboratory subjects of the Chemical Engineering undergraduate degree of the University of Barcelona for their adjustment to the Bologna process. Education for Chemical Engineers, 9(3), 43–49. https://doi.org/10.1016/j.ece.2014.04.002
Johnstonea, A. & Al-Shuailib, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5, 42-51. https://edu.rsc.org/download?ac=517126
Kist, A. A., Hills, C., & Maiti, A. (2024). The Role of Online and Traditional Laboratories in the Context of Modern Engineering Curricula. En M. Auer, R. Langmann, D. May & K. Roos (Eds). Smart Technologies for a Sustainable Future, 1027, 135-145. https://doi.org/10.1007/978-3-031-61891-8_13
López López, H. L., Félix González, J. F., Castro Sánchez, F. E., Álvarez Rosas, J. R., & Lizárraga Chávez, L. F. (2023). Impacto de la gamificación en el rendimiento académico en estudiantes de nivel superior. Revista Digital de Tecnologías Informáticas y Sistemas, 7(1), 71-77. https://doi.org/10.61530/redtis.vol7.n1.2023.151.71-77
Maldonado-Suárez, N., & Santoyo-Telles, F. (2024). Validez de contenido por juicio de expertos: Integración cuantitativa y cualitativa en la construcción de instrumentos de medición. REIRE Revista d’Innovació i Recerca En Educació, 17(2), 1-19. https://doi.org/10.1344/reire.46238
Marín-González, F., Cabas, L. de J., Cabas, L. C., & Paredes-Chacín, A. J. (2018). Formación Integral en Profesionales de la Ingeniería. Análisis en el Plano de la Calidad Educativa. Formación Universitaria, 11(1), 13-24. https://doi.org/10.4067/s0718-50062018000100013
Marín, J. A., Campos, M. N., Navas-Parejo, M. R., & Gómez, G. (2021). Gamification as a Motivational and Socio-educational Resource in Classrooms with Students at Risk of Social Exclusion. Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference, 185-192. https://doi.org/10.1007/978-3-030-86618-1_19
Maxwell, J. A. (2010). Using Numbers in Qualitative Research. Qualitative Inquiry, 16(6), 475-482. https://doi.org/10.1177/1077800410364740
McLean, M., & Gibbs, T. (2010). Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Medical Teacher, 32(3), 225–230. https://doi.org/10.3109/01421591003621663
Nair, S., & Mathew, J. (2021). Evaluation of a gamified learning experience: analysis of factors that impact the effectiveness of a gamified experience. Revista Conhecimento Online, 2, 4-20. https://doi.org/10.25112/rco.v2i0.2518
Navarro-Mateos, C., & Pérez-López, I. J. (2021). Una app móvil potencia la motivación del alumnado en una experiencia de gamificación universitaria. Alteridad, 17(1), 64-74. https://doi.org/10.17163/alt.v17n1.2022.05
Navarro-Sempere, A., García, M., García, E., Jiménez, D., Pinilla, V., López-Jaén, A. B., Martínez-Peinado, P., Pascual-García, S., Sempere, J. M., & Segovia, Y. (2022). Gamificación Educativa en el Laboratorio de Biología Celular. International Journal of Morphology, 40(6), 1426-1433. https://doi.org/10.4067/s0717-95022022000601426
Niman, N.B. (2014). Gamification as a Business Strategy. The Gamification of Higher Education. Palgrave Macmillan, New York.
Ojeda, A. D., Solano-Barliza, A. D., Ortega, D. D., & Cañavera, A. M. (2022). Quantitative analysis of a teaching process supported by a gamification pedagogical strategy. Formación Universitaria, 15(6), 83-92. http://dx.doi.org/10.4067/S0718-50062022000600083
Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227-232. https://doi.org/10.4067/s0717-95022017000100037
Palócz, K., & Katona, V. (2021). The applicability of gamification in architectural design education. Symmetry: Culture and Science, 32(4), 489-505. https://doi.org/10.26830/symmetry_2021_4_489
Paredes-Chacín, A. J. & Vargas-López, F. (2024). Innovación y emprendimiento basada en ecosistemas de tecnologías de información desde la perspectiva de la educación superior colombiana. Cultura, Educación y Sociedad, 15(2), e03505659, 1-24. http://doi.org/10.17981/cultedusoc.15.2.2024.5659
Paredes-Chacín, A, (2017). Redes de conocimiento, alfabetización e infoinclusión de usuarios con discapacidad visual: prospectiva desde la educación superior. Ed. Alfagrama.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. https://doi.org/10.1002/nur.4770140111
Pérez, Á., Fernández, L. C., & Sacaluga, I. (2024). Gamificar en el ámbito universitario online para favorecer la motivación del alumnado: una experiencia en el grado de pedagogía. Edutec, Revista Electrónica de Tecnología Educativa, (88), 93-106. https://doi.org/10.21556/edutec.2024.88.3109
Piaget, J. (1968). Le Point de Vue de Piaget. International Journal of Psychology, 3(4), 281-299. https://doi.org/10.1080/00207596808246651
Pinenla-Palaguaray, J. C., Saransig-Ramos, G. N., Allauca-Tinajero, D. V., Vega-Cárdenas, M. E., & Lanchimba-Pineida, F. A. (2024). Aula invertida, aprendizaje basado en problemas y gamificación, como metodologías activas en aulas diversas. Revista Científica Retos de la Ciencia, 1(4), 61-72. https://doi.org/10.53877/rc.8.19e.202409.6
Prieto, J. M. (2021). Revisión sistemática sobre la evaluación de propuestas de gamificación en siete disciplinas educativas. Teoría de La Educación. Revista Interuniversitaria, 34(1), 189-214. https://doi.org/10.14201/teri.27153
Priyaadharshini, M., Natha Mayil N., Dakshina, R. Sandhya S., Bettina Shirley, R. (2020). Learning Analytics: Game-based Learning for Programming Course in Higher Education. Procedía Computer Science, 172, 468-472. https://doi.org/10.1016/j.procs.2020.05.143
Reyes, R. L., Isleta, K. P., Regala, J. D., & Bialba, D. M. R. (2024). Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies. Journal of Computer Assisted Learning, 40(6), 3167-3186. https://doi.org/10.1111/jcal.13061
Rice, J. W. (2012). The Gamification of Learning and Instruction. International Journal of Gaming and Computer-Mediated Simulations, 4(4), 81-83. https://doi.org/10.4018/jgcms.2012100106
Sandelowski, M., Voils, C. I., & Knafl, G. (2009). On Quantitizing. Journal of Mixed Methods Research, 3(3), 208-222. https://doi.org/10.1177/1558689809334210
Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., & Benítez-Márquez, M. D. (2020). Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study. Sustainability, 12(20), 8513, 1-20. https://doi.org/10.3390/su12208513
Silva, A., Torres, R., & Von Brand, S. (2020). Brigada Covid: health education game for preschoolers. 39th International Conference of the Chilean Computer Science Society (SCCC), 1–8. https://doi.org/10.1109/sccc51225.2020.9281219
Tolentino Toro, K. (2016). Flick, U. (2015). El diseño de la investigación cualitativa. Revista Investigación Cualitativa, 1(1), 107-117. https://doi.org/10.23935/2016/01018
Tomeo-Reyes, I., Musleh, A. S., Wijenayake, C., & Yeoh, J. Z. (2024). Online Laboratories in Modern Engineering Education: A Systematic Literature Review. Online Laboratories in Engineering and Technology Education, Springer Nature, 91-116. https://doi.org/10.1007/978-3-031-70771-1_5
Valenzuela, M. Á. (2021). Gamificación para el aprendizaje. Revista Educación Las Américas, 11(1), 91-103. https://doi.org/10.35811/rea.v11i1.140
Vargas, H., de La Torre, L., Chacón, J., Heradio, R., Farías, G., Fabregas, E., Sánchez, J., & Dormido, S. (2018). Teaching Control supported by Virtual Labs under a Competency-based curriculum. Proceedings of the 16th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Innovation in Education and Inclusion”. https://doi.org/10.18687/laccei2018.1.1.463
Whitton, N., & Langan, M. (2019). Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000-1013. https://doi.org/10.1080/13562517.2018.1541885
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
