Cargando…

Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom

Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this...

Descripción completa

Detalles Bibliográficos
Autores principales: Ruiz-Bañuls, Mónica, Gómez-Trigueros, Isabel María, Rovira-Collado, José, Rico-Gómez, María Luisa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8246385/
https://www.ncbi.nlm.nih.gov/pubmed/34235287
http://dx.doi.org/10.1016/j.heliyon.2021.e07374
_version_ 1783716301950156800
author Ruiz-Bañuls, Mónica
Gómez-Trigueros, Isabel María
Rovira-Collado, José
Rico-Gómez, María Luisa
author_facet Ruiz-Bañuls, Mónica
Gómez-Trigueros, Isabel María
Rovira-Collado, José
Rico-Gómez, María Luisa
author_sort Ruiz-Bañuls, Mónica
collection PubMed
description Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (Deterding et al., 2011a; Deterding & Zagal, 2018) with interdisciplinary methodologies (Candel, 2018; Cruz-Pichardo & Cabero-Almenara, 2020; Flores-Aguilar, 2019) and technology-enhanced transmedia narratives (Scolari 2018a, 2018b; Jenkins, 2003; Scolari 2018a, 2018b). This integrative and innovative proposal was implemented in a primary school in Valencia (Spain) between October 2019 and February 2020. The research is designed based on survey-type studies, employing an experimental cross-sectional quantitative methodology with pretest and posttest, in addition to experimental and control groups. Regarding the cross-sectional approach, descriptive analyses (means and standard deviation) have been conducted, together with histograms of each of the items in the questionnaire, as well as the Student's t test and an analysis of variance, which is of significant value when working with independent samples from a normal distribution, as in our case. The instrument utilised in the present study confirms the existence of a high and adequate internal consistency (Alpha = .873). The results obtained, as presented herein, confirm that the incorporation of the gamified proposals in primary school classes, unprecedentedly intertwined with the benefits provided by interdisciplinary work and transmedia narratives, notably improves the students' training process and their motivation, while also contributing to the better acquisition of compulsory curricular contents and enhanced academic performance.
format Online
Article
Text
id pubmed-8246385
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Elsevier
record_format MEDLINE/PubMed
spelling pubmed-82463852021-07-06 Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom Ruiz-Bañuls, Mónica Gómez-Trigueros, Isabel María Rovira-Collado, José Rico-Gómez, María Luisa Heliyon Research Article Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (Deterding et al., 2011a; Deterding & Zagal, 2018) with interdisciplinary methodologies (Candel, 2018; Cruz-Pichardo & Cabero-Almenara, 2020; Flores-Aguilar, 2019) and technology-enhanced transmedia narratives (Scolari 2018a, 2018b; Jenkins, 2003; Scolari 2018a, 2018b). This integrative and innovative proposal was implemented in a primary school in Valencia (Spain) between October 2019 and February 2020. The research is designed based on survey-type studies, employing an experimental cross-sectional quantitative methodology with pretest and posttest, in addition to experimental and control groups. Regarding the cross-sectional approach, descriptive analyses (means and standard deviation) have been conducted, together with histograms of each of the items in the questionnaire, as well as the Student's t test and an analysis of variance, which is of significant value when working with independent samples from a normal distribution, as in our case. The instrument utilised in the present study confirms the existence of a high and adequate internal consistency (Alpha = .873). The results obtained, as presented herein, confirm that the incorporation of the gamified proposals in primary school classes, unprecedentedly intertwined with the benefits provided by interdisciplinary work and transmedia narratives, notably improves the students' training process and their motivation, while also contributing to the better acquisition of compulsory curricular contents and enhanced academic performance. Elsevier 2021-06-22 /pmc/articles/PMC8246385/ /pubmed/34235287 http://dx.doi.org/10.1016/j.heliyon.2021.e07374 Text en © 2021 The Authors https://creativecommons.org/licenses/by/4.0/This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Research Article
Ruiz-Bañuls, Mónica
Gómez-Trigueros, Isabel María
Rovira-Collado, José
Rico-Gómez, María Luisa
Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title_full Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title_fullStr Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title_full_unstemmed Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title_short Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom
title_sort gamification and transmedia in interdisciplinary contexts: a didactic intervention for the primary school classroom
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8246385/
https://www.ncbi.nlm.nih.gov/pubmed/34235287
http://dx.doi.org/10.1016/j.heliyon.2021.e07374
work_keys_str_mv AT ruizbanulsmonica gamificationandtransmediaininterdisciplinarycontextsadidacticinterventionfortheprimaryschoolclassroom
AT gomeztriguerosisabelmaria gamificationandtransmediaininterdisciplinarycontextsadidacticinterventionfortheprimaryschoolclassroom
AT roviracolladojose gamificationandtransmediaininterdisciplinarycontextsadidacticinterventionfortheprimaryschoolclassroom
AT ricogomezmarialuisa gamificationandtransmediaininterdisciplinarycontextsadidacticinterventionfortheprimaryschoolclassroom