Effects of gamification on critical thinking in elementary school students

Jacqueline Marlene Chávez Suárez; Oswaldo Ramón Washington Ríos; Víctor Manuel Reyes; Adriana Gabriela Sequera Morales; Paula Francisca Davelouis Casana

doi:10.47606/ACVEN/PH0289

Autores/as

Jacqueline Marlene Chávez Suárez Universidad Iberoamericana del Ecuador https://orcid.org/0009-0000-6136-9010
Washington Oswaldo Ríos Ramón Universidad Iberoamericana del Ecuador https://orcid.org/0009-0000-2437-4777
Víctor Manuel Reyes Universidad Iberoamericana del Ecuador / Universidad Nacional Mayor de San Marcos / Universidad Nacional de Tumbes / Universidad Católica Andrés Bello / Instituto Superior Tecnológico Consulting Group Ecuador https://orcid.org/0000-0002-8336-0444
Adriana Gabriela Sequera Morales Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0001-5779-900X
Paula Francisca Davelouis Casana Universidad Privada Antenor Orrego https://orcid.org/0000-0003-1427-6422

DOI:

https://doi.org/10.47606/ACVEN/PH0289

Palabras clave:

Pre-experimental designs in education, Mathematics education, Gamification, Critical thinking

Resumen

The objective was to analyze the effectiveness of gamification in the development of critical thinking in students of Basic General Education in the subject of mathematics. A quantitative, descriptive and comparative approach was used, based on a pre-experimental design (pre-test/post-test). The population included 74 students from the Abdón Calderón Educational Unit. A Critical Thinking Assessment questionnaire was applied. It contemplated the dimensions of interpretation, analysis, evaluation, inference, explanatory capacity and self-regulation. The gamification strategy had a playful and collaborative approach and included 10 face-to-face sessions, with durations ranging from 2 to 3 academic hours. The descriptive analysis included measures of frequencies and percentages by levels. For comparison, the non-parametric Wilcoxon Test (Wilcoxon-T) comparison test was used. Gamification had a significant impact on strengthening critical thinking. The findings demonstrate a considerable increase in skills at the level of dimensions and variable. The high skill levels of this type of thinking were significantly increased. Evidence suggests that gamification, when carefully designed and implemented, has the potential to have a positive impact on the development of critical thinking skills. Comparisons between the pre-test and the post-test have shown significant improvements. The field of study also faces several challenges, including context dependence, measurement problems, and the need for careful design to avoid potential factors such as distraction or overemphasis on extrinsic motivation. There is also a need for longitudinal studies and to specify the ethical implications.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Aguilar Vargas, L. R., Alcántara Llanas, I. T., & Braun Mondragón, K. A. (2020). Impact of Critical Thinking on skills for the labor field. ACADEMUS. https://doi.org/10.30545/academo.2020.jul-dic.7 DOI: https://doi.org/10.30545/academo.2020.jul-dic.7

Cotes, L. G. B., & Díaz, E. L. C. (2023). Gamification in education: transforming learning through play. Dialectics. https://doi.org/10.56219/dialctica.v2i22.2648 DOI: https://doi.org/10.56219/dialctica.v2i22.2648

Cózar-Gutiérrez, R., & Sáez-López, J. M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: An experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-016-0003-4 DOI: https://doi.org/10.1186/s41239-016-0003-4

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. https://doi.org/10.1145/2181037.2181040 DOI: https://doi.org/10.1145/2181037.2181040

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-017-0042-5 DOI: https://doi.org/10.1186/s41239-017-0042-5

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2013.12.004 DOI: https://doi.org/10.1016/j.tsc.2013.12.004

Encalada Díaz, I.A. (2021). Learning in mathematics. Gamification as a new pedagogical tool. Horizons. Journal of Research in Education Sciences. https://doi.org/10.33996/revistahorizontes.v5i17.172 DOI: https://doi.org/10.33996/revistahorizontes.v5i17.172

Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sáinz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLOS ONE. https://doi.org/10.1371/journal.pone.0236083 DOI: https://doi.org/10.1371/journal.pone.0241892

Gündüz, A. Y., & Akkoyunlu, B. (2020). Effectiveness of Gamification in Flipped Learning. Sage Open, 10(4). https://doi.org/10.1177/2158244020979837 DOI: https://doi.org/10.1177/2158244020979837

Holguín García, F. Y., Holguín Rangel, E. G., & García Mera, N. A. (2020). Gamification in mathematics teaching: A systematic review. Telos. https://doi.org/10.36390/telos221.05 DOI: https://doi.org/10.36390/telos221.05

Jagust, T., Boticki, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners math learning. Computers & Education. https://doi.org/10.1016/j.compedu.2018.06.022 DOI: https://doi.org/10.1016/j.compedu.2018.06.022

Kim, T. W., & Werbach, K. (2016). More than just a game: Ethical issues in gamification. Ethics and Information Technology. https://doi.org/10.1007/s10676-016-9401-5 DOI: https://doi.org/10.1007/s10676-016-9401-5

Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next generation assessment. ETS Research Report Series. https://doi.org/10.1002/ets2.12009 DOI: https://doi.org/10.1002/ets2.12009

López Mendoza, M., Moreno Moreno, E. M., Uyaguari Flores, J. F., & Barrera Mendoza, M. P. (2022). The development of critical thinking in the classroom: testimonies of Ecuadorian teachers of excellence. Areté, Digital Journal of the Doctorate in Education. https://doi.org/10.55560/arete.2022.15.8.8 DOI: https://doi.org/10.55560/ARETE.2022.15.8.8

Oliveira, W., Pastushenko, O., Rodrigues, L., Toda, A. M., Palomino, P. T., Hamari, J., & Isotani, S. (2021). Does gamification affect flow experience? A systematic literature review. Proceedings of the 5th International GamiFIN Conference Levi, Finland. https://researchportal.tuni.fi/en/publications/does-gamification-affect-flow-experience-a-systematic-literature-

Palma, M., Ossa, C., Ahumada, H., Moreno, L. y Miranda, C. (2021). Adaptation and validation of the Critical Thinking Tasks test in university students. Revista de Estudios y Experiencias en Educación. https://doi.org/10.21703/rexe.20212042palma12 DOI: https://doi.org/10.21703/rexe.20212042palma12

Reyes, V. M., Bustillos, J. K. L., & Morales, A. G. S. (2024). FLIPPED CLASSROOM AND LEARNING: DETERMINANTS OF POSTGRADUATE LEARNING. YACHAQ, Article 1. https://doi.org/10.46363/yachaq.v7i1.2 DOI: https://doi.org/10.46363/yachaq.v7i1.2

Reyes, V. M., Luján, V. W. R., Rodríguez, O. F. S., Jiménez, J. R. R., Antepara, D. N. C., Mendoza, G. R. G., Morales, A. G. S., Bustillos, J. K. L., Farías, W. B., & Varela, R. E. P. (2023). Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality. Journal of Law and Sustainable Development. https://doi.org/10.55908/sdgs.v11i11.1441 DOI: https://doi.org/10.55908/sdgs.v11i11.1441

Reyes, V. M., Rojas Luján, V. W., Sequera Morales, A. G., & Rojas Jiménez, J. R. (2020). Learning strategies and academic performance of university students. In J. Martínez Garcés (Ed.), Avances en investigación científica. Corporación Universitaria Autónoma de Nariño. https://aunarcali.edu.co/web/administrator/modelos/informacion_institucionales/documento%20editorial/libro_1_tomo1_educacion_humanidades.pdf

Ruíz-Chávez, M. N. & Terrones-Marreros, M. A. (2023). Gamification in the development of critical thinking in primary school children. Interdisciplinary Peer-Reviewed Journal Koinonia. https://doi.org/10.35381/r.k.v8i2.2861 DOI: https://doi.org/10.35381/r.k.v8i2.2861

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09498-w DOI: https://doi.org/10.1007/s10648-019-09498-w

Salazar Aguirre, D. E. & Cabrera, X. (2020). Didactic strategy to strengthen critical thinking in third grade students in Chiclayo educational institution. Tzhoecoen. https://doi.org/10.26495/tzh.v12i1.1240 DOI: https://doi.org/10.26495/tzh.v12i1.1240

Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments. https://doi.org/10.1186/s40561-019-0106-1 DOI: https://doi.org/10.1186/s40561-019-0106-1

Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management. https://doi.org/10.1016/j.ijinfomgt.2018.12.002 DOI: https://doi.org/10.1016/j.ijinfomgt.2018.12.002

Yang, Y., Asaad, Y., & Dwivedi, Y. (2020). Examining the impact of gamification on intention of engagement and brand attitude in the marketing context. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2017.03.066 DOI: https://doi.org/10.1016/j.chb.2017.03.066