O impacto da aprendizagem on-line gamificada no ensino de Ciências Sociais sobre o envolvimento, a motivação e o desempenho dos alunos

Ipek Maaşoğlu

doi:10.22633/rpge.v30iesp2.21355

Autores/as

Ipek Maaşoğlu Near East University https://orcid.org/0009-0003-4115-0486

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21355

Palabras clave:

Gamificación, Aprendizaje en línea, Ciencias sociales, Educación primaria, Habilidades cognitivas

Resumen

El objetivo de este estudio es examinar el impacto del diseño de aprendizaje en línea gamificado aplicado en la asignatura de Ciencias Sociales de cuarto grado sobre el rendimiento académico, las tendencias motivacionales y las habilidades cognitivas de alto nivel. En el estudio participaron 55 estudiantes; se utilizó un diseño semiexperimental y los datos se recopilaron mediante pruebas de rendimiento, escalas tipo Likert y observaciones estructuradas de los docentes. Los resultados obtenidos revelaron que las mecánicas de gamificación (puntuación, insignias, tareas) dieron lugar a un aumento significativo en el rendimiento académico (t(54) = 9,12, p < 0,001) y que la motivación de los estudiantes aumentó de 3,10 a 4,30. Además, la precisión en las tasas de resolución de problemas aumentó en un 23 %, lo que demostró que el método favorece los procesos cognitivos y las habilidades de pensamiento crítico. Por otra parte, las observaciones cualitativas indicaron que los estudiantes desarrollaron una actitud más positiva hacia el contenido del curso a través de la competencia interactiva. Los resultados muestran que la gamificación puede ser una herramienta pedagógica fundamental en la enseñanza en línea de las ciencias sociales, al fomentar un compromiso sostenible y resultados de aprendizaje permanentes.

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Biografía del autor/a

Ipek Maaşoğlu, Near East University

Universidade North East, Nicósia – Chipre do Norte – Turquia. Professora Associada da Faculdade de Educação Atatürk, Departamento de Currículo e Instrução.

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