Latent factors on the design and adoption of gamified apps in primary education

Esta es la versión aceptada para su publicación en Education and Information Technologies 28, 15093–15123 (2023). La versión final publicada está disponible en la página del editor: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3. This is the accepted version for publication in Education a...

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Authors: Vázquez Cano, Esteban, Fombona, Javier, Rodríguez Arce, Jorge, Quicios García, Mª Del Pilar
Format: article
Publication Date:2023
Country:España
Institution:Universidad Nacional de Educación a Distancia
Repository:e-spacio. Repositorio Institucional de la UNED
OAI Identifier:oai:dnet:espacio_____::435db0e3cf4de3b6fa036aaf5e53c70f
Online Access:https://doi.org/10.1007/s10639-023-11797-3
https://hdl.handle.net/20.500.14468/26404
Access Level:Open access
Keyword:53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
app
gamification
curriculum
satisfaction
efficacy
primary education
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spelling Latent factors on the design and adoption of gamified apps in primary educationVázquez Cano, EstebanFombona, JavierRodríguez Arce, JorgeQuicios García, Mª Del Pilar53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educaciónappgamificationcurriculumsatisfactionefficacyprimary educationEsta es la versión aceptada para su publicación en Education and Information Technologies 28, 15093–15123 (2023). La versión final publicada está disponible en la página del editor: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3. This is the accepted version for publication in Education and Information Technologies 28, 15093–15123 (2023). The final published version is available from the publisher's website: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3.The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.versión finalSpringer202520252023artículojournal articleinfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.1007/s10639-023-11797-3https://hdl.handle.net/20.500.14468/26404reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésFacultad de EducaciónDidáctica, Organización Escolar y Didácticas Especialesinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:dnet:espacio_____::435db0e3cf4de3b6fa036aaf5e53c70f2025-07-06T12:56:21Z
dc.title.none.fl_str_mv Latent factors on the design and adoption of gamified apps in primary education
title Latent factors on the design and adoption of gamified apps in primary education
spellingShingle Latent factors on the design and adoption of gamified apps in primary education
Vázquez Cano, Esteban
53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
app
gamification
curriculum
satisfaction
efficacy
primary education
title_short Latent factors on the design and adoption of gamified apps in primary education
title_full Latent factors on the design and adoption of gamified apps in primary education
title_fullStr Latent factors on the design and adoption of gamified apps in primary education
title_full_unstemmed Latent factors on the design and adoption of gamified apps in primary education
title_sort Latent factors on the design and adoption of gamified apps in primary education
dc.creator.none.fl_str_mv Vázquez Cano, Esteban
Fombona, Javier
Rodríguez Arce, Jorge
Quicios García, Mª Del Pilar
author Vázquez Cano, Esteban
author_facet Vázquez Cano, Esteban
Fombona, Javier
Rodríguez Arce, Jorge
Quicios García, Mª Del Pilar
author_role author
author2 Fombona, Javier
Rodríguez Arce, Jorge
Quicios García, Mª Del Pilar
author2_role author
author
author
dc.subject.none.fl_str_mv 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
app
gamification
curriculum
satisfaction
efficacy
primary education
topic 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
app
gamification
curriculum
satisfaction
efficacy
primary education
description Esta es la versión aceptada para su publicación en Education and Information Technologies 28, 15093–15123 (2023). La versión final publicada está disponible en la página del editor: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3. This is the accepted version for publication in Education and Information Technologies 28, 15093–15123 (2023). The final published version is available from the publisher's website: Springer, 2021.https://doi.org/10.1007/s10639-023-11797-3.
publishDate 2023
dc.date.none.fl_str_mv 2023
2025
2025
dc.type.none.fl_str_mv artículo
journal article
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.1007/s10639-023-11797-3
https://hdl.handle.net/20.500.14468/26404
url https://doi.org/10.1007/s10639-023-11797-3
https://hdl.handle.net/20.500.14468/26404
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Facultad de Educación
Didáctica, Organización Escolar y Didácticas Especiales
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/deed.es
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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