Systematic analysis of the use of gamification in the development of mathematics educational software or applications
Abstract
In the new millennium there has been a considerable growth of studies that address the gamification technique for the development of software that is useful in education. The purpose of this article is to make a review of the literature, to indicate to the reader which elements of gamification are the most commonly used in the construction of educational software and educational mobile applications. In order to carry out this analysis, the PRISMA (preferred reporting items for systematic reviews and meta-analyses) methodology was used, since it allows a search for articles in different databases, based on keywords: educational software and gamification. To carry out this analysis, the PRISMA methodology was used, since it allowed a search of articles in 4 different databases, based on keywords related to gamification and educational software. In a first review, 437 articles were found; after applying the exclusion criteria, this was reduced to 37 scientific articles. From the analysis it was concluded that 68% of the reviewed studies allowed to increase the motivation of their students and 49% managed to improve their academic performance. These results were obtained with the use of different statistical techniques.
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References
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Castronovo, F., Van Meter, P. N. y Messner, J. I. (2018). Leveraging metacognitive prompts in construction educational games for higher educational gains. International Journal of Construction Management, 22(1), 19-30. https://doi.org/10.1080/15623599.2018.1492760
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De Mooij, S. M., Kirkham, N. Z., Raijmakers, M. E. J., Van der Maas, H.L.J. y Dumontheil, I. (2020). Should online math learning environments be tailored to individuals' cognitive profiles? J Exp Child Psychol, 191(1), 1-15. doi: 10.1016/j.jecp.2019.104730.
Dicheva, D., Dichev, C., Agre, G. y Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18, 75-88.
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Espinoza, C. C., Otondo, M. y Leighton, E. (2023). Percepción de los docentes de matemática en la utilización de recursos tecnológicos de gamificación. Páginas de Educación, 16(2), 01-19. https://doi.org/10.22235/pe.v16i2.3085
Feng, Y., Liu, Z., Qian, W., Guo, M. y Chen, J. (13-15 de julio de 2019). Research on the Influence Mechanism of Gamification Elements on Users' Willingness to Continue Using in Interest-based Virtual Communities‐Based on ECM-ISC Model. In Proceeding IEEE 16th International Conference on Service Systems and Service Management (ICSSSM), (pp. 1-6). Shenzhen. DOI: 10.1109/ICSSSM.2019.8887645.
Gabriel, S. (2018). How to analyze the potential of digital games for human rights education. Revista Lusófona de Educação, 41, 29-43. 10.24140/issn.1645-7250.rle41.02
García, I., Gallardo-López, J. A. y López-Noguero, F. (2020). La inteligencia emocional y la educación emocional en la escuela: un estado de la cuestión a través del análisis bibliométrico de la producción científica en Scopus (2015-2019). En J. A. Marín, G. Gómez, M. Ramos y M. N. Campos (coords.), Inclusión, tecnología y sociedad (pp. 220- 231). Editores Dyckinson.
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Published
2024-11-16
How to Cite
Ruiz Ledesma, E. F. (2024). Systematic analysis of the use of gamification in the development of mathematics educational software or applications. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 15(29). https://doi.org/10.23913/ride.v15i29.2157
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Scientific articles
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