Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain.
Department of Education, University of Jaén, 23071 Jaén, Spain.
Int J Environ Res Public Health. 2022 Jun 29;19(13):8000. doi: 10.3390/ijerph19138000.
Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, "Super-Profes", for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching.
游戏化是指在非游戏情境中使用游戏元素。由于它能够以有趣和激励的方式培养课程技能，因此正在成为一种教育趋势。本文介绍了一个名为“Super-Profes”的游戏化大学实践计划，该计划针对发展障碍这一主题。为了了解学生对这种方法的印象，我们进行了一项基于开放式问题的问卷调查的定性研究，然后使用 Atlas.ti 8.4 程序进行了分析。共有 63 名攻读幼儿教育学位的 s 年级学生参与了这项研究。研究结果得出了两个主要类别：游戏化作为一种有趣和激励性的教育体验，以及在学习游戏化主题后获得的知识和技能。研究结论认为，教育游戏化是一种激发性和有效的方法，可以帮助学生获得未来教学所需的内容和技能。
