Gamification as a didactic strategy in a digital literancy: Case study for incacerated individuals

Páez-Quinde, Cristina; Infante-Paredes, Ruth; Maldonado, Santiago Alejandro Acurio; Guerrero, Javier Sanchez; Toro, María Fernanda Viteri

doi:10.1109/educon.2018.8363381

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Some have gone beyond rural and urban boundaries to reach other populations and increase digital literacy. Quinde et al (2018), for example, developed a piece of multimedia didactic material through gamification techniques for digital literacy of incarcerated individuals. They found that the appropriate use of ICTs and gamification contributed as a tool for digital literacy in imprisoned people and may facilitate their reintegration into society.…”

Section: Ecuadorian Contextmentioning

confidence: 99%

Ict for Learning and Inclusion in Latin America and Europe Case Study From Countries: Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay

Tomczyk¹,

Oyelere²

2019

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Nowadays, Information and Communications Technology (ICT) in education is an essential aspect of technology and society. The last ten years Bolivia improved developing indicators such as literacy, poverty reduction, technology penetration; but it was not enough to reach other Latin American countries development level in ICT. The government efforts to spread technology access in the broad territory and improve ICT usage has an impact on the Bolivian society, and these efforts also reach the education sector. However, income and accessibility to technology shows inequalities between low income against higher-income people, and also relate to the urban/rural area where people live. There is not enough information about how ICT has penetrated and used in disabled education nor how to deal with ICT in pre-service teacher instruction. The Smart Ecosystem Learning for Inclusion Project from ERANet LAC addresses Education and Inclusion with ICT. It can help to improve the ICT usage indicators from Bolivia, who will reach until 2025 full internet access.

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Section: Ecuadorian Contextmentioning

confidence: 99%

Ict for Learning and Inclusion in Latin America and Europe Case Study From Countries: Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay

Tomczyk¹,

Oyelere²

2019

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Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review

Di Nardo,

Fino,

Fiore

et al. 2024

Computers

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Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning.

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Gamification as a didactic strategy in a digital literancy: Case study for incacerated individuals

Cited by 2 publications

References 9 publications

Ict for Learning and Inclusion in Latin America and Europe Case Study From Countries: Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay

Ict for Learning and Inclusion in Latin America and Europe Case Study From Countries: Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay

Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review

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