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Relation of the associated factors in the development of gamified experiences

Abstract:

Currently one of the main concerns among teachers is the lack of involvement of students in academic tasks and their own learning, since the former need the latter to participate or take an active part in many of the situations in the teaching processes -learning. One of the main elements is the lack of motivation of the students before the learning that they must carry out in class. Active methodologies are presented as an alternative for students to actively build their learning, with the teacher's guidance. Among the active methodologies is gamification, which is presented as a methodology using techniques and structures of the game in non-recreational contexts, to provoke and build learning. This research aims to define and contrast an explanatory model about the personal dimensions that become part of the students with the use of this methodology such as the student's mastery, enjoyment, the absence of negative effect and absorption with respect to creative student thinking. The instrument used is the GAMEX questionnaire, translated and validated by the authors of this manuscript for this context, as a previous investigation to the current one. The results obtained show that there is a positive relationship between all dimensions, that is, the student's mastery, their enjoyment, the absence of a negative effect and the student's absorption with the student's creative thinking. There is also a relationship between the dimensions absence of negative effect and dominance with the enjoyment of the students and between the dominance and the enjoyment of the students with their absorption in learning through gamified experiences.