Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

Garcia-Iruela, Miguel; Pérez‐Marín, Diana; Connolly, Cornelia

doi:10.3390/info12080300

Cited by 6 publications

(6 citation statements)

References 49 publications

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“…From the reviewed literature, the author identified five game technologies used, as shown in Table 5 . Three studies (Garcia-Iruela et al, ( 2021 ); Jayalath et al, ( 2022 ); Tongpaeng et al, ( 2019 )) employed the Moodle application, which can support MOOC as their learning management system to deliver online courses, while two studies (Kladchuen and Srisomphan, ( 2021 ); Kummanee et al, ( 2020 )) designed a problem-based learning model which consisted of a digital learning platform in the early design stage. Four studies used an enriched experience in the real world and virtual settings in their educational delivery.…”

Section: Resultsmentioning

confidence: 99%

“…However, only a few terms are commonly used: points, feedback, levels, leader boards, challenges, badges, avatars, competition, and cooperation. From the author’s search of the literature, four studies (Garcia-Iruela et al, 2021 ; Jayalath et al, 2022 ; Kladchuen & Srisomphan, 2021 ; Kummanee et al, 2020 ) included several game elements such as points, badges, levels, leader boards, blocked content, time limit, trophies, virtual goods and spaces feedback and progress bar in the LMS/MOOC to motivate students, increase participation, embark high interest in learning and improve satisfaction.…”

Section: Discussionmentioning

confidence: 99%

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Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

2023

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Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student’s experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases – Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research’s aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

2023

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“…A gamification design contains the most common elements in three methodological approaches (teacher-centered, studentcentered and mixed) 10. The didactic-pedagogical strategies are aesthetically configured as gamification, since they conjecture the educational system as an emerging phenomenon, product the popularity of games, digital literacy in cyberculture, and their ability to motivate actions, solve problems, improve learning in various fields of knowledge 23, 36-56. By highlighting these peculiarities, it is observed that, in an authorial proposal of gamification of virtual education environments, the interest and involvement of the participants in assuming challenges, solving problems and carrying out activities increases, resulting in a greater probability of resignification.…”

Section: Methodological Strategiesmentioning

confidence: 99%

“…The use of game elements in non-recreational settings (gamification) may be a possible solution, as research indicates an improvement in user experience and engagement, with the potential to improve motivation and behavioral outcomes. However, not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context 10 .…”

Section: Motivation and Gamificationmentioning

confidence: 99%

Gamification As A Methodological Strategy In University Students

2022

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The objective of the study was to review the bibliography related to gamification strategies in students, from a didactic-pedagogical perspective. In the current context, more creative teachers are required to apply and reveal strategies to face the preponderance of a producing society, a phenomenon that has also impacted the world education system. Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification has shown great potential to improve the teaching and learning process. Therefore, innovative practices such as gamification, used independently, have revealed various potentialities in the scientific literature that positively impact the teaching and learning processes.

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“…The inclusion of gamification, accompanied by badges, levels, leader boards, rewards, etc. generates greater motivation and commitment among students to actively participate ( Garcia-Iruela et al, 2021 ), and there is evidence of a great deal of best practice in this regard.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

2022

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Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.

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Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

Cited by 6 publications

References 49 publications

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

Gamification As A Methodological Strategy In University Students

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

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