Gamificación en contextos educativos: analisis de aplicación en un programa de contaduría pública a distancia
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La escasez de estudios en donde se vincule la aplicación de gamificación educativa, con sus fundamentos teóricos y/o principios, ha llevado al fracaso de la gamificación en contextos educativos. En el presente artículo de reflexión se busca contribuir a solventar esta falencia conectando la aplicación de la gamificación educativa realizada en el programa de Contaduría Pública a Distancia de la Universidad Militar Nueva Granada (Colombia), con los fundamentos teóricos del tema. Para lo cual, se abordan las diferencias existentes entre la gamificación y el aprendizaje basado en juegos, seguidamente se examina el concepto, los objetivos, los aportes y los elementos de la gamificación, posteriormente se identifican los aspectos clave para una implementación exitosa en el contexto educativo. Finalmente, se explica el proceso de gamificación implementado, desde la planeación docente hasta el análisis de las opiniones de los estudiantes. Para ello, se utilizó una metodología exploratoria soportada en análisis documental y aplicación de encuestas a estudiantes. Como resultado de la aplicación realizada se verificó que la gamificación educativa promueve la autonomía, la motivación, el compromiso y la interacción social en los estudiantes, permitiendo a su vez la progresión y el dominio de los temas abordados en cada reto propuesto.
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Jennifer Lorena Gómez Contreras, Universidad Militar Nueva Granada
Magíster en Administración y Contadora Pública de la Universidad Nacional de Colombia, sede Bogotá. Docente de planta tiempo completo del programa de Contaduría Pública a Distancia de la Universidad Militar Nueva Granada, sede Cajicá. Miembro del grupo de investigación INCONDISAhmed, A., & Sutton, M. J. D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development, 14(2/3). 78–83
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