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

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 calcua...

Descripción completa

Detalles Bibliográficos
Autores: Vázquez Cano, Esteban, Fombona, Javier, Rodríguez Arce, Jorge, Quicios García, Mª Del Pilar
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Repositorio:e-spacio (DSpace). Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:dnet:e-spacio(ds_::435db0e3cf4de3b6fa036aaf5e53c70f
Acceso en línea:https://hdl.handle.net/20.500.14468/26404
Access Level:acceso abierto
Palabra clave:53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
id ES_551744b4c741943712dc18c80677ad47
oai_identifier_str oai:dnet:e-spacio(ds_::435db0e3cf4de3b6fa036aaf5e53c70f
network_acronym_str ES
network_name_str España
repository_id_str
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 EducaciónThe 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.Springere-Spacio UNED20252025-04-0120232023-04-2520232023-04-25journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/26404reponame:e-spacio (DSpace). Repositorio Institucional de la UNEDinstname:Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:dnet:e-spacio(ds_::435db0e3cf4de3b6fa036aaf5e53c70f2025-06-20T09:27:21Z
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
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.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
topic 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-04-25
2023
2023-04-25
2025
2025-04-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/26404
url https://hdl.handle.net/20.500.14468/26404
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/deed.es
eu_rights_str_mv openAccess
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 (DSpace). Repositorio Institucional de la UNED
instname:
instname_str
reponame_str e-spacio (DSpace). Repositorio Institucional de la UNED
collection e-spacio (DSpace). Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1844183837161029632
score 15,638193

Similares en LA Referencia