Gamification as a Training Topic through the Synchronous Online System
DOI:
https://doi.org/10.37843/rted.v18i1.603
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Abstract
The context of Higher Education in Mexico requires that institutions promote the continuous training of teachers, as stipulated in Article 59 of the General Law of Higher Education. The purpose of this study was to align Gamification proposals with the development of student competencies when designing teacher learning strategies. The research was adopted from the pragmatic paradigm, inductive-deductive method, mixed approach, nested sequential explanatory design, and cross-section, with a sample of 21 teachers who participated in a course workshop. The action research methodology was used with gamification tools by designing player profiles and the Octalysis model and developing sessions with synchronous and asynchronous digital tools such as Moodle, Genially, and Zoom. Various technological tools were proposed, from free access applications to the Office suite, to create interactive environments. The results underlined the importance of implementing gamified strategies to foster meaningful learning and skills development and training teachers in these tools. Benefits were identified, such as increased engagement and motivation, but also challenges related to the complexity and time required for implementation. Some teachers found Game-Based Learning preferable due to its simplicity. In conclusion, gamification, combined with storytelling, has the potential to transform teaching practice and promote key competencies. However, its adoption depends on overcoming institutional and personal barriers and requires extensive training to optimize its educational impact.
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