The use of gamification as a motivational strategy in virtual environments
Article Sidebar
Main Article Content
Abstract
Introduction: Gamification has transformed education, creating opportunities for personalized learning, which has fostered innovation and improved academic outcomes. However, the integration of artificial intelligence presents significant ethical challenges related to equity, justice, and algorithmic biases. Objective: This study aimed to analyze the impact of gamification in education from an ethical perspective, focusing on social justice and equity. Methodology: A bibliographic review and content analysis methodology were applied, using databases such as Scopus, Web of Science, and Google Scholar. Results: The findings indicate that while gamification offers significant benefits, such as personalized learning and resource optimization, it also poses risks, including the perpetuation of pre-existing biases and a lack of algorithmic accountability. Conclusion: It is concluded that implementing ethical policies and regulatory frameworks is essential to ensure transparency and accountability in the use of AI in education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Derechos de autor
Las obras que se publican en 593 Digital Publisher CEIT están sujetas a los siguientes términos:
1.1. 593 Digital Publisher CEIT, conserva los derechos patrimoniales (copyright) de las obras publicadas, favorece y permite la reutilización de las mismas bajo la licencia Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0, por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
1.1.a. Se cite la autoría y fuente original de su publicación (revista, editorial, URL).
1.1.b. No se usen para fines comerciales u onerosos.
1.1.c. Se mencione la existencia y especificaciones de esta licencia de uso.
Katya Ivanova Moreta-López , Ministerio de Educación Ecuador - Ecuador
https://orcid.org/0009-0004-7648-9735
Bachelor of Science in Education, mention in Computer Science, graduated from the Technical University of Ambato, Master in Distance Education, graduated from the National University of Loja, currently a student of the Master in Educational Research at the Technological University Tech, focused on improving administrative and pedagogical processes to improve meaningful learning with the use of technology as a tool for innovation.
Liliana Lucía Fiallos-Núñez , Unidad Educativa Hispano America - Ecuador
https://orcid.org/0009-0009-3958-9215
I am a Biochemical Engineer with a solid academic and professional background. I hold a Master’s Degree in Integrated Management Systems for Occupational Risk Prevention, Quality, Environment, and Corporate Social Responsibility, which has allowed me to acquire specialized knowledge in key areas for organizational improvement and sustainable development.
Additionally, I have completed a Master’s program in Administration and Educational Planning, strengthening my competencies in strategic management and the planning of educational processes.
I have over 10 years of experience in the field of teaching, working with dedication to shape students, foster their integral development, and promote academic excellence.
Isacc Israel Araujo-Guerrero , Ministerio de Educación / Unidad Educativa Picaihua - Ecuador
https://orcid.org/0009-0009-5237-9554
Industrial Engineer in Automation Processes, graduated from Universidad Técnica de Ambato, and Master’s Degree in Advanced Teaching Competencies for Early Childhood, Primary, and Secondary Education with a specialization in Mathematics from Rey Juan Carlos University in Spain. Experienced teacher in physics and mathematics, committed to promoting technological and scientific skills. His primary area of interest is educational robotics, aiming to integrate innovation with hands-on learning.
Lilia del Pilar Purcachi-Aguaguiña , Universidad Tecnológica Indoamérica - Ecuador
https://orcid.org/0000-0001-6114-7303
Master in Education, mention in Educational Innovation and Leadership. Bachelor of Science in Education. Teacher reviewer and tutor of postgraduate projects of the Faculty of Educational Sciences at the Universidad Indoamérica. Currently, she is a teacher in the sub-level of High School of the Bolivar Educational Unit of Ambato-Ecuador.
Aracelly Fernanda Nuñez-Naranjo , Centro de investigación en Ciencias Humanas y de la Educación-CICHE / Universidad Tecnológica Indoamérica - Ecuador
https://orcid.org/0000-0001-7431-2339
PhD in Humanities and Arts with a specialization in Educational Sciences. Master's degree in Educational Research. Master's degree in Social and Productive Project Management. Bachelor's degree in Basic Education Sciences. Engineer in Electronics and Communications. University professor at the undergraduate and postgraduate levels, both nationally and internationally. Currently a researcher at the Center for Research in Human and Educational Sciences and a professor at the undergraduate and postgraduate levels at Universidad Tecnológica Indoamérica
References
Abdullah, M. I., Inayati, D., & Karyawati, N. N. (2022). Nearpod use as a learning platform to improve student learning motivation in an elementary school. Journal of Education and Learning (EduLearn), 16(1), 121–129. https://doi.org/10.11591/edulearn.v16i1.20421
Aini, Q., Rahardja, U., & Khoirunisa, A. (2020). Blockchain Technology into Gamification on Education. IJCCS (Indonesian Journal of Computing and Cybernetics Systems), 14(2), 147. https://doi.org/10.22146/ijccs.53221
Albarracín-Villamizar, C. Z., Hernández-Suárez, C. A., & Prada-Núñez, R. (2020). Learning objects and number thinking skills development: Analysis using a quasi-experimental design. Aibi, Revista de Investigacion Administracion e Ingenierias, 8(3), 131–137. https://doi.org/10.15649/2346030X.725
Arboleda, J. C. (2023). Prácticas pedagógicas, motivación y pensamiento crítico. Revista Boletín Redipe, 12(8), 14–17. https://doi.org/10.36260/rbr.v12i8.1986
Arellano Landeros, J. (2021). El Aula Virtual como Estrategia Didáctica en un Mundo Transformado por el Covid-19. Revista RedCA, 3(9), 41. https://doi.org/10.36677/redca.v3i9.15823
AYDIN, A., & GÖKTAŞ, Y. (2023). Examining the Effects of Physical Variables in Classrooms on Students’ Attention via the Internet of Things. Participatory Educational Research, 10(1), 160–177. https://doi.org/10.17275/per.23.9.10.1
Barrientos Oradini, N. P., Araya Castillo, L., Herrera Ciudad, F. A., & Muñoz Morales, N. del C. (2019). Actitud docente y apropiación tecnológica en educadores de nivel medio de la región metropolitana de Chile. Revista Arbitrada Interdisciplinaria Koinonía, 4(7), 33. https://doi.org/10.35381/r.k.v4i7.193
Carrillo Punina, Á., Galarza Torres, S., & García Osorio, N. (2016). Felicidad y bienestar subjetivo. Economía y Negocios, 7(1), 5–14. https://doi.org/10.29019/eyn.v7i1.246
Chamorro-Atalaya, O., Morales-Romero, G., Quispe-Andía, A., Caycho-Salas, B., Ramos-Salazar, P., Cáceres-Cayllahua, E., Arones, M., & Auqui-Ramos, R. (2023). Smart Environments through the Internet of Things and Its Impact on University Education: A Systematic Review. International Journal of Online and Biomedical Engineering (IJOE), 19(14), 4–25. https://doi.org/10.3991/ijoe.v19i14.41531
Encalada Noboa, J., & Pavon Brito, C. (2017). Laboratorios Virtuales: una alternativa para mejorar el rendimiento de los estudiantes y la optimización de recursos económicos. INNOVA Research Journal, 1(11), 91–96. https://doi.org/10.33890/innova.v1.n11.2016.79
Ermakova, Y. D. (2020). Changing educational trends in the context of global digitalization of society. Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, 17(2), 87–97. https://doi.org/10.17673/vsgtu-pps.2020.2.7
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies. Intelligence, 88, 101566. https://doi.org/10.1016/J.INTELL.2021.101566
Figueroa Solano, S. del R., Encalada Chuncho, S. D., Mejía Guachichullca, C. E., & Segovia Bermeo, A. del P. (2024). Metodología de la Enseñanza del Ajedrez para el Fortalecimiento de las Habilidades Matemáticas en Estudiantes de Básica Media. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 6405–6423. https://doi.org/10.37811/cl_rcm.v7i6.9175
Forero Romero, A., Rodríguez Hernández, A. A., Maldonado Granados, L. F., Vargas Hernández, M. Á., Oliva, H. A., Melo Niño, D. S., Álvarez Araque, W. O., Romero Valderrama, A. C., & Ducuara Amado, L. Y. (2021). Estrategias pedagógicas innovadoras con TIC. Estrategias Pedagógicas Innovadoras Con TIC., 6, 56–77. https://doi.org/10.19053/9789586605939
Grijalvo, F., Fernández, C., & Núñez, J. L. (2011). Traducción y validación preliminar de la versión española de la escala de motivación global. International Journal of Developmental and Educational Psychology, 5(1), 537–544. https://www.redalyc.org/articulo.oa?id=349832343058
Guzmán, B. J., & Castro, S. (2020). Los medios instruccionales, su desarrollo e importancia en la educación del siglo XXI. Delectus, 3(1), 1–16. https://doi.org/10.36996/DELECTUS.V3I1.35
Incio Flores, F. A., Capuñay Sanchez, D. L., Estela Urbina, R. O., Valles Coral, M. Á., Vergara Medrano, E. E., & Elera Gonzales, D. G. (2021). Inteligencia artificial en educación: una revisión de la literatura en revistas científicas internacionales. Apuntes Universitarios, 12(1). https://doi.org/10.17162/au.v12i1.974
Karamert, Ö., & Kuyunku Vadar, A. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96–114. https://doi.org/10.31681/jetol.904704
Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155–170. https://doi.org/10.1080/14682753.2015.1041807
López-Sánchez, J. A., Mesa-Gallego, C., Hernández-Ortiz, J., & Rojas-Arias, J. P. (2024). Tendencias en competencias de innovación y emprendimiento en IES. Journal of Economic and Social Science Research, 4(3), 165–181. https://doi.org/10.55813/gaea/jessr/v4/n3/115
Moreira, C., & Delgadillo, B. (2015). La virtualidad en los procesos educativos: reflexiones teóricas sobre su implementación [Virtuality in educational processes: theoretical reflections on its implementation]. Tecnología En Marcha, 28(1), 121–129. https://n9.cl/2ay3j
Núñez-Naranjo, A. F. (2024). Analysis of the determinant factors in university dropout: a case study of Ecuador. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1444534
Núñez-Naranjo, A. F., Morales-Urrutia, E., & Tapia, X. (2024). Teaching Tools Based on Artificial Intelligence to Strengthen English Language Skills. Journal of Educational and Social Research, 14(4), 443–453. https://doi.org/10.36941/jesr-2024-0114
Núñez-Naranjo, A. F., Ocaña, J. M., & Martinez, V. L. (2024). Gamification for psychomotor development: an experience with Genially in pre-school education. 2024 IEEE Eighth Ecuador Technical Chapters Meeting (ETCM), 1–6. https://doi.org/10.1109/ETCM63562.2024.10746034
Núñez-Naranjo, A., Sinailin-Peralta, J., & Morales-Urrutia, E. (2024). Gamification: From Motivation and Challenges to Improving Academic Performance in Learning Mathematics (pp. 106–113). https://doi.org/10.1007/978-3-031-44131-8_11
Padilla Piernas, J. M., Parra Meroño, M. C., & Flores Asenjo, M. del P. (2023). Escape Rooms virtuales: una herramienta de gamificación para potenciar la motivación en la educación a distancia. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 61–85. https://doi.org/10.5944/ried.27.1.37685
Peters, M. P., & Mofield, E. (2024). Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations. Journal of Advanced Academics, 35(1), 56–88. https://doi.org/10.1177/1932202X231223039
Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1), 10. https://doi.org/10.1186/s40561-024-00296-8
Quy, V. K., Thanh, B. T., Chehri, A., Linh, D. M., & Tuan, D. A. (2023). AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam. Sustainability, 15(14), 11093. https://doi.org/10.3390/su151411093
Ricce Salazar, C. M., & Ricce Salazar, C. R. (2021). Juegos didácticos en el aprendizaje de matemática. Horizontes. Revista de Investigación En Ciencias de La Educación, 5(18), 391–404. https://doi.org/10.33996/revistahorizontes.v5i18.182
Rodríguez Chávez, M. H. (2021). Sistemas de tutoría inteligente y su aplicación en la educación superior. RIDE Revista Iberoamericana Para La Investigación y El Desarrollo Educativo, 11(22). https://doi.org/10.23913/ride.v11i22.848
Rodríguez, J. (2013). Una mirada a la pedagogía tradicional y humanista. Presencia Universitaria, 3(5), 36–45.
Sánchez, E., & López, J. (2019). Edutecnología y aprendizaje 4.0. . In SOMECE. https://www.google.com.ec/books/edition/Inteligencia_Artificial_para_la_transfo/G2LoEAAAQBAJ?hl=es&gbpv=1&dq=educaciòn+4.0&pg=PA269&printsec=frontcover
Sneesl, R., Jusoh, Y. Y., Jabar, M. A., & Abdullah, S. (2022). Revising Technology Adoption Factors for IoT-Based Smart Campuses: A Systematic Review. Sustainability, 14(8), 4840. https://doi.org/10.3390/su14084840
Sri Watini, & Widhy Setyowati. (2023). Using Gamification To Increase E-Learning Engagement. International Transactions on Education Technology (ITEE), 1(2), 84–94. https://doi.org/10.33050/itee.v1i2.234
Vaillant, D., & Manso, J. (2019). Orientaciones para la formación docente y el trabajo en el aula: Aprendizaje colaborativo. Laboratorio de Investigación e Innovación En Educación Para América Latina y El Caribe, 1–135.
Vázquez, G. (2016). La viabilidad y sostenibilidad de las experiencias de trabajo asociativo y autogestionario desde una perspectiva plural. Revista de La Academia, 21, 31. https://doi.org/10.25074/0196318.0.59
Vera Mora, G. R., Sanz, C., Baldassarri, S., & Coma, T. (2023). Entornos virtuales de enseñanza y aprendizaje gamificados a la luz del concepto de presencia: Revisión sistemática de literatura. Revista Iberoamericana de Tecnología En Educación y Educación En Tecnología, 33, e3. https://doi.org/10.24215/18509959.33.e3
Vesa, M., & Harviainen, J. T. (2019). Gamification: Concepts, Consequences, and Critiques. Journal of Management Inquiry, 28(2), 128–130. https://doi.org/10.1177/1056492618790911
Zainal Abidin, N., Mat Jan, N., Othman, A., Thiruchelvam, L., Jinn, L., Abdullah Sani, S., Haris, N., & Abdul Aziz, N. (2023). A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research. International Journal of Learning, Teaching and Educational Research, 22(9), 382–400. https://doi.org/10.26803/ijlter.22.9.21