Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

Abstract

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

“…Within educational contexts, gamification promotes friendly competition, rewards effort, motivates and engages students using game elements, which they are already familiar with [7]. Therefore, gamification has already been implemented and evaluated within several educational subjects, such as science, technology, engineering, art and mathematics (STEAM) [106,107], language learning [108,109], medical and healthcare education [110][111][112], anatomy [113], sports and physical education [114,115], geometry [116], chemistry [117,118], physics [119], mathematics [120,121], astronomy [122], geography [123], environmental science [124,125], natural science [126], history and cultural heritage education [127,128], music [129], and vocational education [130].…”

The Influence of Science Technology Engineering Arts Mathematics-Based Psychological Capital Combined With Ideological and Political Education on the Entrepreneurial Performance and Sports Morality of College Teachers and Students

“…The external environment of entrepreneurship, as a repository of entrepreneurial resources, is like the law of biological evolution. Entrepreneurial organizations are analogized to a biological population whose ability to adapt to the external environment is the key to survival ( López et al, 2021 ). The theory of strategic adaptation believes that the strategic choice of entrepreneurial organizations is greater than the external resources and internal resources of entrepreneurial enterprises.…”

Percepción de las estrategias de gamificación en las escuelas secundarias italianas

“…Por su parte, Widodo y Rahayu (2019) muestran los resultados de un estudio donde los y las estudiantes, tras utilizar juegos para trabajar conceptos aritméticos, donde muestran un mayor compromiso y una mayor conexión emocional. En esta línea, López et al (2021) analizan las opiniones del profesorado del área de matemáticas, sobre todo en relación con las competencias STEM, en centros educativos brasileños y españoles. En este estudio, un alto porcentaje de los docentes piensan que las actividades gamificadas tienen una implicación positiva en el aprendizaje del alumnado, favoreciendo un mayor acercamiento hacia las matemáticas y hacia las habilidades vinculadas con esta competencia matemática.…”

“…Lejos de planteamientos simplistas de la gamificación, se hace necesario un enfoque global que tenga muy en cuenta la esencia del juego, así como la cohesión entre las dinámicas, los elementos y las mecánicas que lo integran. Para ello, se precisa de una formación consistente para evitar el sentimiento de inseguridad y la necesidad de una formación específica para afrontar con garantía planteamientos metodológicos basados en la gamificación (López et al, 2021). En esta línea, a la hora de afrontar el diseño de una experiencia lúdica de aprendizaje, existen diferentes elementos que hay que tener en cuenta.…”