Strategies Based on Gamification and Neuropedagogy in Teacher Training

Abstract

Objective: This paper aims to identify notions and perceptions about the incorporation of emerging strategies and methodologies such as gamification and neuropedagogy to enhance learning experiences in the classroom. Theoretical Framework: The main approaches, trends and theories underpinning the research are gamification, neuropedagogy, teacher training and the design of learning experiences, which are vital elements in the epistemological support of the proposal. Method: The methodology adopted for this research comprises a mixed descriptive approach using techniques based on data analysis, triangulating documentary elements with the perception of the target population through the application of a validated instrument. Results and Discussion: Among the most important results of the analysis of the data obtained, based on learning analytics techniques, it is identified that there is a set of elements that contribute to the design of strategies where gamification and neuropedagogy really are striking and motivating trends for teachers for the design and strengthening of students in various learning environments. Research Implications: The design of learning experiences based on gamification favours the strengthening of strategies based on neuropedagogy in the classroom from the different types of thinking such as critical, creative, design and technological thinking encourage the relationship between gamification and neuropedagogy. Originality/Value: This study contributes to the assumption of gamification and neuropedagogy by encouraging a perspective of experiential and active learning experiences, where the social appropriation of technologies in the educational scenario contributes significantly to learning, and the comprehensive training of students at various levels and educational sectors.