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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamif...

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Autores principales: Nieto-Escamez, Francisco Antonio, Roldán-Tapia, María Dolores
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8175641/
https://www.ncbi.nlm.nih.gov/pubmed/34093334
http://dx.doi.org/10.3389/fpsyg.2021.648552
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author Nieto-Escamez, Francisco Antonio
Roldán-Tapia, María Dolores
author_facet Nieto-Escamez, Francisco Antonio
Roldán-Tapia, María Dolores
author_sort Nieto-Escamez, Francisco Antonio
collection PubMed
description The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.
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spelling pubmed-81756412021-06-05 Gamification as Online Teaching Strategy During COVID-19: A Mini-Review Nieto-Escamez, Francisco Antonio Roldán-Tapia, María Dolores Front Psychol Psychology The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. Frontiers Media S.A. 2021-05-21 /pmc/articles/PMC8175641/ /pubmed/34093334 http://dx.doi.org/10.3389/fpsyg.2021.648552 Text en Copyright © 2021 Nieto-Escamez and Roldán-Tapia. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Nieto-Escamez, Francisco Antonio
Roldán-Tapia, María Dolores
Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title_full Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title_fullStr Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title_full_unstemmed Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title_short Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
title_sort gamification as online teaching strategy during covid-19: a mini-review
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8175641/
https://www.ncbi.nlm.nih.gov/pubmed/34093334
http://dx.doi.org/10.3389/fpsyg.2021.648552
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