Gamification as a challenging response to motivate classes in secondary education in the context of COVID-19

Abstract

The objective was to determine the correlation between gamification and motivation. It was developed through quantitative, non-experimental and correlational research. We worked with a census population of 253 students of regular basic education. To obtain data, the Gamification Observation Guide by García (2020) and the MSLQ Motivation Questionnaire by T. García et al. (1988). The results indicated that there is a very low, significant relationship of 0.025 (p value = 0.0694> 0.05). It is concluded that gamification is not related to the motivation of the students, most of the teachers, in the development of their classes, do not use digital tools - a necessary element in the delivery of classes at a distance and virtually due to the difficult situation caused by COVID-19. Likewise, teachers suffer from inexperience in handling social networks, videoconferences and online forms.

Gamification in Engineering Education during COVID-19: A Systematic Review on Design Considerations and Success Factors in its Implementation

“…In the context generated by COVID-19, teachers had to change their usual teaching methodologies (Salvador-García, 2021;Ng & Lo, 2022); that is, going from a traditional teaching model to virtual teaching where their adaptation to change unlocked their insecurities and inexperience to use digital tools (Villarroel et al, 2021). The use of these tools during the pandemic required teachers to change their educational practices and teaching models (Marisa et al, 2020;Rincon-Flores & Santos-Guevara, 2021;Nair, 2022), forsaking their role as an information provider, to become a counselor or guide, since the knowledge is online and no longer needs someone to provide it (Páez-Quinde et al, 2022).…”