Latent Factors on the Design and Adoption of Gamified Apps in Primary Education

Autor/inn/en	Vázquez-Cano, Esteban; Quicios-García, María-Pilar; Fombona, Javier; Rodríguez-Arce, Jorge
Titel	Latent Factors on the Design and Adoption of Gamified Apps in Primary Education
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.15093-15123 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11797-3
Schlagwörter	Instructional Design; Computer Oriented Programs; Gamification; Elementary Education; Elementary School Teachers; Teacher Attitudes; Instructional Effectiveness; Educational Technology; Technology Uses in Education; Foreign Countries; Individualized Instruction; Learning Analytics; Information Security; Spain + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Computerprogramm; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtserfolg; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Individualisierender Unterricht; Spanien
Abstract	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 developed, using a structural equations model to calculate 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01