Gamificación en el aula de microbiología para estudiantes de Biología durante la pandemia COVID-19
DOI:
https://doi.org/10.18041/1900-3803/entramado.1.7674Palabras clave:
Gamificación, Microbiología, Aprendizaje virtualResumen
La gamificación es un método didáctico poco desarrollado en el aula de microbiología debido principalmente al bajo dominio de herramientas TIC en los docentes. Sin embargo, puede tener efectos positivos en el aprendizaje, especialmente en entornos virtuales como los establecidos obligatoriamente por la pandemia COVID-19. El objetivo de este trabajo fue analizar los efectos de la gamificación aplicada al aprendizaje de las clases de microbiología en estudiantes de Biología en modalidad de alternancia y virtual bajo el contexto actual. Se encuestó a un grupo focal de estudiantes, quienes experimentaron las didácticas de gamificación, Aprendizaje Basado en Problemas y Aprendizaje Basado en Proyectos, para determinar los efectos sobre su aprendizaje. Docentes y egresados también fueron usuarios de la gamificación, y sus respuestas analizadas. Los estudiantes consideraron que la gamificación contribuyó con su proceso de aprendizaje al ayudar a potenciar su interés por las actividades de clase. Los resultados también indicaron que las didácticas son complementarias e incorporables en el curriculum presencial. La evidencia probó que la gamificación puede mejorar el desarrollo de habilidades cognitivas, metacognitivas, praxeológicas y actitudinales, además de mejorar la experiencia de aprendizaje.
Descargas
Referencias
ALCÁNTARA-SANTUARIO, Armando. Educación superior y covid-19: Una perspectiva comparada. In: CASANOVA CARDIEL, Hugo. Educación y pandemia: Una visión académica. Ciudad de México: IISUE, UNAM, 2020. p. 75-82. http://www.iisue.unam.mx/nosotros/covid/educacion-y-pandemia
ALDOSSARI, Maryam; CHAUDHRY, Sara. Women and burnout in the context of a pandemic. In: Feminist Frontiers. 2021. vol. 28, p. 826-834. https://doi.org/10.1111/gwao.12567
ANAZIFA, Risqa D.; DJUKRI, D. Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills? In: Journal Pendidikan IPA Indonesia. 2017. vol. 6, no. 2, p. 346-355. https://doi.org/10.15294/jpii.v6i2.11100
ARMBRUSTER, Peter; PATEL, Maya; JOHNSON, Erika; WEISS, Martha. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. In: CBE-Life Sciences Education. 2009. vol. 8, no. 3, p. 203-213. https://doi.org/10.1187/cbe.09-03-0025
BEYLEFELD, Adriana A.; STRUWIG, Magdalena. C. A gaming approach to learning medical microbiology: Students’ experiences of flow. In: Medical Teacher. 2007. vol. 29, no. 9-10, p. 933-940. https://doi.org/10.1080/01421590701601550
BONDE, Mads T.; MAKRANSKY, Guido; WANDALL, Jakob; LARSEN, Mette V.; MORSING, Mikkel; JARMER, Hanne; SOMMER, Morten O. A. Improving biotech education through gamified laboratory simulations. In: Nature Biotechnology. 2014. vol. 32, no. 7, p. 694-697. https://doi.org/10.1038/nbt.2955
BOWLING, Kristi G.; KLISCH, Yvonne; WANG, Shu; BEIER, Margaret. Examining an online microbiology game as an effective tool for teaching the scientific process. In: Journal of Microbiology & Biology Education. 2013. vol. 14, no. 1, p. 58-65. http://dx.doi.org/10.1128/jmbe.v14i1.505
BROM, Cyril; PREUSS, Michal; KLEMENT, Daniel. Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. In: Computers and Education. 2011. vol. 57, no. 3, p. 1971-1988. https://doi.org/10.1016/j.compedu.2011.04.007
CEA-ÁLVAREZ, Ana María. El diario de aprendizaje como medio de reflexión y herramienta de investigación en clase de ELE. In: NÚÑEZ SABARÍS, Xaquín; GONZÁLEZ-SÁNCHEZ, Aránzazu; PAZOS-JUSTO, Carlos; DONO-LÓPEZ, Pedro. Horizontes científicos y planificación académica en la didáctica de lenguas y literaturas. V. N. Famalicão: Húmus, 2015. p. 129-147. http://cehum.ilch.uminho.pt/cehum/static/publications/horizontes_cientificos_pub_online.pdf#page=129/
CÓNDOR-HERRERA, Omar. Educar en tiempos de COVID-19. In: CienciAmérica. 2020. vol. 9, no. 2, p. 31-37. https://doi.org/10.33210/ca.v9i2.281
CORCHUELO-RODRÍGUEZ, Camilo. Gamificación en educación superior: Experiencia innovadora para motivar estudiantes y dinamizar contenidos en el aula. In: Revista Electrónica de Tecnología Educativa. 2018. no. 63, p. 29-41. https://doi.org/10.21556/edutec.2018.63.927
DEIF, Ahmed. Insights on lean gamification for higher education. In: International Journal of Lean Six Sigma. 2017. vol. 8, no. 3, p. 359-376. https://doi.org/10.1108/IJLSS-04-2016-0017
DETERDING, Sebastian; DIXON, Dan; KHALED, Rilla; NACKE, Lennart. From game design elements to gamefulness: Defining "gamification". In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. New York: Association for Computing Machinery. September, 2011, p. 9-15. https://doi.org/10.1145/2181037.2181040
DEXTER, Franklin. Wilcoxon-Mann-Whitney test used for data that are not normally distributed. In: Anesthesia & Analgesia. 2013. vol. 117, no. 3, p. 537-538. https://doi.org/10.1213/ANE.0b013e31829ed28f
DÍEZ GUTIÉRREZ, Enrique Javier; GAJARDO ESPINOSA, Katherine. Educar y evaluar en tiempos de coronavirus: La situación en España. In: Multidisciplinary Journal of Educational Research. 2020. vol. 10, no. 2, p. 102-134. https://doi.org/10.17583/remie.2020.5604
DRACE, Kevin. Gamification of the laboratory experience to encourage student engagement. In: Journal of Microbiology & Biology Education. 2013. vol. 14, no. 2, p. 273-274. https://doi.org/10.1128/jmbe.v14i2.632
DUSTMAN, Wendy A; KING-KELLER, Sharon; MARQUEZ, Rolando J. Development of gamified, interactive, low-cost, flexible virtual microbiology labs that promote higher-order thinking during pandemic instruction. In: Journal of Microbiology & Biology Education. 2021. vol. 22, no. 1. https://doi.org/10.1128/jmbe.v22i1.2439
EBNER, Martin; HOLZINGER, Andreas. Successful implementation of user-centered game-based learning in higher education: An example from civil engineering. In: Computers & Education. 2007. vol. 49, no. 3, p. 873-890. https://doi.org/10.1016/j.compedu.2005.11.026
ESPINO HERNÁNDEZ, María; ABÍN-VÁZQUEZ, Lutgarda; SILVA-REYES, Mercedes; ÁLVAREZ-GONZÁLEZ, Miguel Manuel; DÍAZ-SUÁREZ, Luis Alberto; ALEMÁN-MONDEJA, Linet. Evaluación de una estrategia docente para las prácticas de laboratorio de microbiología y parasitología médica en medicina. In: Educación Médica Superior. 2011. vol. 25, no. 4, p. 438-450. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000400006/
de A. F. F. FINGER, Jéssica; de MENEZES, Jones B. F.; de MELO FRANCO, Bernadette Dora Gombossi; LANDGRAF, Mariza; RASPOR, Peter; PINTO, Uelinton Manoel. Challenges of teaching food microbiology in Brazil. In: Brazilian Journal of Microbiology. 2020. vol. 51, no. 1, p. 279-288. https://doi.org/10.1007/s42770-019-00107-0
FITHRIANI, Rahmah. The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. In: Computer Assisted Language Learning Electronic Journal (CALL-EJ). 2021. vol. 22, no. 3, p. 146-163. http://callej.org/journal/22-3/Fithriani2021.pdf
GARCÍA-PEÑALVO, Francisco José; CORELL, Alfredo; ABELLA-GARCÍA, Víctor; GRANDE, Mario. Online assessment in higher education in the time of COVID-19. In: Education in the Knowledge Society (EKS). 2020. vol. 21, p. 1-26. https://doi.org/10.14201/eks.23086
GOETHE, Ole. Timings in Games and Gamification. In: Gamification Mindset. Human-Computer Interaction Series. Cham: Springer, 2019. p. 93-105. https://doi.org/10.1007/978-3-030-11078-9_9
HEDAYATI-MEHDIABADI, Amir; HUANG, Wenhao David; OH, Eunjung Grace. Understanding students’ ethical reasoning and fallacies through asynchronous online discussion: Lessons for teaching evaluation ethics. In: Journal of Moral Education. 2020. vol. 49, no. 4, p. 454-475. https://doi.org/10.1080/03057240.2019.1662774
HUANG, Wen-Hao. Evaluating learners’ motivational and cognitive processing in an online game-based learning environment. In: Computers in Human Behavior. 2011. vol. 27, no. 2, p. 694-704. https://doi.org/10.1016/j.chb.2010.07.021
HUIZENGA, Jantina; ADMIRAAL, Wilfried; AKKERMAN, Sanne; DAM, Gregory. Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. In: Journal of Computer Assisted Learning. 2009. vol. 25, no. 4, p. 332-344. https://doi.org/10.1111/j.1365-2729.2009.00316.x
IOANNIDOU, Andri; REPENNING, Alexander; WEBB, David; KEYSER, Diane; LUHN, Lisa; DAETWYLER, Christof. Mr. Vetro: A collective simulation for teaching health science. In: International Journal of Computer-Supported Collaborative Learning. 2010. vol. 5, no. 2, p. 141-166. https://doi.org/10.1007/s11412-010-9082-8
IOSUP, Alexandru; EPEMA, Dick. An experience report on using gamification in technical higher education. In: SIGCSE 2014-Proceedings of the 45th ACM Technical Symposium on Computer Science Education. New York: Association for Computing Machinery, 2014. p. 27-32. https://doi.org/10.1145/2538862.2538899
JANTAKUN, Thiti; JANTAKOON, Thada. Digital Educational Computer Games Environments Supporting Education (DECGE-SE). In: Higher Education Studies. 2021. vol. 11, no. 2, p. 91-98. https://doi.org/10.5539/hes.v11n2p91
JAWAD, Hadeel M.; TOUT, Samir. Gamifying computer science education for Z generation. In: Information. 2021. vol. 12, no. 11, p. 453. https://doi.org/10.3390/info12110453
JOSHI, Ankur; KALE, Saket; CHANDEL, Satish; PAL, D. K. Likert Scale: Explored and Explained. In: British Journal of Applied Science and Technology. 2015. vol. 7, no. 4, p. 396-403. https://eclass.aspete.gr/modules/document/file.php/EPPAIK269/5a7cc366dd963113c6923ac4a73c3286ab22.pdf
KALOGIANNAKIS, Michail; PAPADAKIS, Stamatios; ZOURMPAKIS, Alkinoos-Ioannis. Gamification in science education. A systematic review of the literature. In: Education Sciences. 2021. vol. 11, no. 1, p. 22. https://doi.org/10.3390/educsci11010022
KLOPFER, Eric. Augmented learning: Research and design of mobile educational games. Cambridge: The MIT Press, 2008. 251 p.
LOZADA-ÁVILA, Carolina; BETANCUR-GÓMEZ, Simón. Gamification in higher education: a systematic review. In: Revista Ingenierías Universidad de Medellín. 2017. vol. 16, no. 31, p. 97-124. https://doi.org/10.22395/rium.v16n31a5
LUO, Zhanni. Gamification for educational purposes: What are the factors contributing to varied effectiveness? In: Education and Information Technologies. 2022. vol. 27, p. 891-915. https://doi.org/10.1007/s10639-021-10642-9
MAHASE, Elisabeth. COVID-19: WHO declares pandemic because of “alarming levels” of spread, severity, and inaction. In: BMJ. 2020. vol. 368, m1036. https://doi.org/10.1136/bmj.m1036
MANZANO-LEÓN, Ana; CAMACHO-LAZARRAGA, Pablo; GUERRERO, Miguel A.; GUERRERO-PUERTA, Laura; AGUILAR-PARRA, José M.; TRIGUEROS, Rubén; ALIAS, Antonio. Between level up and game over: A systematic literature review of gamification in education. In: Sustainability. 2021. vol. 13, no. 4, 2247. https://doi.org/10.3390/su13042247
MASIELLO, Italo; RAMBERG, Robert; LONKA, Kirsti. Attitudes to the application of a web-based learning system in a microbiology course. In: Computers & Education. 2005. vol. 45, p. 171-185. https://doi.org/10.1016/j.compedu.2004.07.001
MAYER, Igor; WARMELINK, Harald; BEKEBREDE, Geertje. Learning in a game-based virtual environment: a comparative evaluation in higher education. In: European Journal of Engineering Education. 2013. vol. 38, no. 1, p. 85-106. https://doi.org/10.1080/03043797.2012.742872
MAZZOGLIO Y NABAR, Martin J.; ALGIERI, Ruben D.; TORNESE, Elba B. Gamification or gaming techniques applied to pedagogy: Foundations of the cognitive neuroscience applied to the education. In: Global Journal of Human-Social Science: G Linguistics & Education. 2018. vol. 18, no. 2. https://socialscienceresearch.org/index.php/GJHSS/article/view/2519
MESE, Can; DURSUN, Ozcan Ozgur. Effectiveness of gamification elements in blended learning environments. In: Turkish Online Journal of Distance Education. 2019. vol. 20, no. 3, p. 119-142. https://doi.org/10.17718/tojde.601914
MOHAN, B. S.; NAMBIAR, Vinod; ARVINDAKSHAN, Rajeev. Implementation and assessment of students’ perception on effectiveness of kahoot game-based educational tool in learning microbiology. In: Journal of Biomedical and Pharmaceutical Research. 2018. vol. 7, no. 4, p. 12-18. https://jbpr.in/index.php/jbpr/article/view/542
MOLNAR, Andreea. The effect of interactive digital storytelling gamification on microbiology classroom interactions. In: ISEC 2018-Proceedings of the 8th IEEE Integrated STEM Education Conference. January, 2018. p. 243-246. https://doi.org/10.1109/ISECon.2018.8340493
NILSSON, Elisabet M.; SVINGBY, Gunilla. Gaming as actions: students playing a mobile educational computer game. In: HUMAN IT. 2009. vol. 10, no. 1, p. 26-59. https://humanit.hb.se/article/view/91/
OBAYA VALDIVIA, Adolfo Eduardo; VARGAS-RODRÍGUEZ, Yolanda Marina; GIAMMATTEO, Lucila; RUIZ-SOLÓRZANO, Citlali. The role of educational research in teaching chemistry. In: International Journal of Development Research. 2019. vol. 9, no. 1, p. 25253-25257. https://files.eric.ed.gov/fulltext/ED595176.pdf/
OH, Eunjung Grace; HUANG, Wen-Hao David; HEDAYATI-MEHDIABADI, Amir; JU, Boreum. Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection. In: Journal of Computing in Higher Education. 2018. vol. 30, no. 3, p. 489-509. https://doi.org/10.1007/s12528-018-9180-6
OLIVA, Herberth Alexander. La gamificación como estrategia metodológica en el contexto educativo universitario. In: Realidad y Reflexión. 2016. vol. 44, p. 29-47. https://doi.org/10.5377/ryr.v44i0.3563
OLIVEIRA, Wilk; PASTUSHENKO, Olena; RODRIGUES, Luiz; TODA, Armando M.; PALOMINO, Paula T.; HAMARI, Juho; ISOTANI, Seiji. Does gamification affect flow experience? A systematic literature review. In: arXiv. 2021. vol. 1. https://arxiv.org/pdf/2106.09942
OLIVER, Erna. Gamification as transformative assessment in higher education. In: HTS Teologiese Studies/Theological Studies. 2017. vol. 73, no. 3, a4527. https://doi.org/10.4102/hts.v73i3.4527
RAMELLI, Stefano; WAGNER, Alexander F. Feverish stock price reactions to COVID-19. In: The Review of Corporate Finance Studies. 2020. vol. 9, no. 3, p. 622-655. https://doi.org/10.1093/rcfs/cfaa012
ROSENBAUM, Eric; KLOPFER, Eric; PERRY, Judy. On location learning: Authentic applied science with networked augmented realities. In: Journal of Science Education and Technology. 2007. vol. 16, no. 1, p. 31-45. https://doi.org/10.1007/s10956-006-9036-0
SAALU, Linus C.; ABRAHAM, A. A.; AINA, W. O. Quantitative evaluation of third year medical students’ perception and satisfaction from problem based learning in anatomy: A pilot study of the introduction of problem based learning into the traditional didactic medical curriculum in Nigeria. In: Educational Research and Reviews. 2010. vol. 5, no. 4, p. 193-200. https://academicjournals.org/journal/ERR/article-abstract/56C4B224023/
SALEEM, Awaz N.; NOORI, Narmin M.; OZDAMLI, Fezile. Gamification applications in E-learning: A literature review. In: Technology, Knowledge and Learning. 2021. https://doi.org/10.1007/s10758-020-09487-x
SANCHO, Pilar; CORRAL, Ricardo; RIVAS, Teresa; GONZÁLEZ, María Jesús; CHORDI, Andrés; TEJEDOR, Carmen. A blended learning experience for teaching microbiology. In: American Journal of Pharmaceutical Education. 2006. vol. 70, no. 5, 120. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1637024/pdf/ajpe120.pdf/
SANDRONE, Stefano; CARLSON, Chad. Gamification and game-based education in neurology and neuroscience: Applications, challenges, and opportunities. In: Brain Disorders. 2021. vol. 1, 100008. https://doi.org/10.1016/j.dscb.2021.100008
SAWILOWSKY, Shlomo; FAHOOME, Gail. Kruskal‐Wallis test: Basic. In: Wiley StatsRef: Statistics Reference Online. 2014. https://doi.org/10.1002/9781118445112.stat06567.
SCHÖBEL, Sofia Marlena; JANSON, Andreas; SÖLLNER, Matthias. Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. In: European Journal of Information Systems. 2020. vol. 29, no. 6, p. 641-668. https://doi.org/10.1080/0960085X.2020.1796531
SEIBERT, Susan A. Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance. In: Teaching and Learning in Nursing. 2021. vol. 16, no. 1, p. 85-88. https://doi.org/10.1016/j.teln.2020.09.002
SILLAOTS, Martin. Gamification of higher education by the example of course of research methods. In: POPESCU, Elvira; LAU, Rynson W. H.; PATA, Kai; LEUNG, Howard; LAANPERE, Mart (eds.). Advances in Web-Based Learning – ICWL 2014. Lecture Notes in Computer Science. vol 8613. Springer, Cham, 2014. https://doi.org/10.1007/978-3-319-09635-3_11
ŠISLER, Vít; BROM, Cyril. Designing educational game: Case study of ‘Europe 2045’. In: PAN, Zhigeng; CHEOK, Adrian David; MÜLLER, Wolfgang; EL RHALIBI, Abdennour. Transactions on Edutainment I. Lecture Notes in Computer Science. vol 5080. Berlin: Springer, 2008. p. 1-16. https://doi.org/10.1007/978-3-540-69744-2_1
SOKAL, Laura J.; TRUDEL, Lesley G. Eblie; BABB, Jeff C. Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic. In: International Journal of Contemporary Education. 2020. vol. 3, no. 2, p. 67-74. https://doi.org/10.11114/ijce.v3i2.4931
SQUIRE, Kurt D.; JAN, Mingfong. Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. In: Journal of Science Education and Technology. 2007. vol. 16, no. 1, p. 5-29. https://doi.org/10.1007/s10956-006-9037-z
TODA, Armando M.; KLOCK, Ana C. T.; OLIVEIRA, Wilk; PALOMINO, Paula T.; RODRIGUES, Luiz; SHI, Lei; BITTENCOURT, Ig; GASPARINI, Isabela; ISOTANI, Seiji; CRISTEA, Alexandra I. Analysing gamification elements in educational environments using an existing gamification taxonomy. In: Smart Learning Environments. 2019. vol. 6, no. 16, p. 1-14. https://doi.org/10.1186/s40561-019-0106-1
UMAÑA-MATA, Ana Cristina. Educación superior en tiempos de COVID-19: Oportunidades y retos de la educación a distancia. In: Innovaciones Educativas. 2020. vol. 22, p. 36-49. https://doi.org/10.22458/ie.v22iEspecial.3199
UPADYAYA, Katja; CUMSILLE, Patricio; AVALOS, Beatrice; ARANEDA, Sebastian; LAVONEN, Jari; SALMELA-ARO, Katariina. Patterns of situational engagement and task values in science lessons. In: The Journal of Educational Research. 2021. vol. 114, no. 4, p. 394-403. https://doi.org/10.1080/00220671.2021.1955651
VARANNAI, István; SASVARI, Peter; URBANOVICS, Anna. The use of gamification in higher education: An empirical study. In: International Journal of Advanced Computer Science and Applications. 2017. vol. 8, no. 10. https://dx.doi.org/10.14569/IJACSA.2017.081001
WERBACH, Kevin. (Re)defining gamification: A process approach. In: SPAGNOLLI, Anna; CHITTARO, Luca; GAMBERINI, Luciano. Persuasive Technology. Persuasive 2014. Lecture Notes in Computer Science. vol 8462. Padua: Springer, 2014. p. 266-272. https://doi.org/10.1007/978-3-319-07127-5_23
WIGGINS, Bradley E. An overview and study on the use of games, simulations, and gamification in higher education. In: International Journal of Game-Based Learning. 2016. vol. 6, no. 1, p. 18-29. https://doi.org/10.4018/IJGBL.2016010102
WORLD HEALTH ORGANIZATION. WHO director-general’s opening remarks at the media briefing on COVID-19-11. March 2020. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
WRZESIEN, Maja; ALCAÑIZ, Mariano. Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. In: Computers and Education. 2010. vol. 55, no. 1, p. 178-187. https://doi.org/10.1016/j.compedu.2010.01.003
YILDIRIM, Ibrahim. The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. In: The Internet and Higher Education. 2017. vol. 33, p. 86-92. https://doi.org/10.1016/j.iheduc.2017.02.002
ZAHEDI, Leila; BATTEN, Jasmine; ROSS, Monique; POTVIN, Geoff; DAMAS, Stephanie; CLARKE, Peter; DAVIS, Debra. Gamification in education: A mixed-methods study of gender on computer science students’ academic performance and identity development. In: Journal of Computing in Higher Education. 2021. vol. 33, no. 2, p. 441-474. https://doi.org/10.1007/s12528-021-09271-5
ZICHERMANN, Gabe; CUNNINGHAM, Christopher. Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol: O'Reilly Media, Inc., 2011. 187 p. https://books.google.es/books?hl=es&lr=&id=zZcpuMRpAB8C&oi=fnd&pg=PR7&ots=UvK432tf2l&sig=WVBjV9XNrIUB57g4Vc9fpj2YwnE&redir_esc=y#v=onepage&q&f=false
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2022 Entramado
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
