Palabras clave
gamificación
propiedades psicométricas
percepción
actitud
docentes universitarios
propiedades psicométricas
percepción
actitud
docentes universitarios
Cómo citar
Cunza-Aranzábal, D. F., Saez Zevallos, N. S., Requena Cabral, G., & Maquera Sosa, J. P. (2025). Diseño de una escala de actitud hacia la gamificación en el aula universitaria: un estudio piloto. Universidad Ciencia Y Tecnología, 29(127), 61-69. https://doi.org/10.47460/uct.v29i127.963
Resumen
El objetivo de este estudio fue diseñar y validar la Escala de Actitudes hacia la Gamificación en el Aula Universitaria, un instrumento cuyo propósito es medir la percepción de los docentes sobre el uso de estrategias en la educación superior. Se desarrolló una escala inicial de 61 ítems basada en una revisión de literatura y se llevó a cabo el análisis de validez del contenido de ellos mediante juicio de 8 expertos, posteriormente, se realizó una prueba piloto a 34 docentes universitarios. El análisis de validez de contenido reveló que la mayoría de los ítems tuvieron valores V de Aiken dentro del intervalo de confianza del 95%, excepto 5 ítems que tuvieron que eliminarse. La prueba piloto mostró índices de dificultad y discriminación adecuados. La escala completa obtuvo altos valores de confiabilidad (α = 0,980, ω = 0,982).
Citas
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[11] S. Pozo Sánchez, J. López Belmonte, A. Fuentes Cabrera, and J. A. López Núñez, “Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement,” Multimodal Technologies and Interaction 2020, Vol. 4, Page 12, vol. 4, no. 2, p. 12, Apr. 2020, doi: 10.3390/MTI4020012.
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[13] S. Chan and N. Lo, “Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic,” SN Comput Sci, vol. 3, p. 215, 2022, doi: 10.1007/s42979-022-01117-w.
[14] A. Sghari and F. Bouaziz, “Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers,” Interactive Technology and Smart Education, 2021, doi: 10.1108/ITSE-05-2021-0082.
[15] Z. Turan, S. Kucuk, and S. C. Karabey, “Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools,” Participatory Educational Research, vol. 9, no. 4, pp. 172–189, 2022, doi: 10.17275/per.22.85.9.4.
[16] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp Educ Psychol, vol. 61, Apr. 2020, doi: 10.1016/J.CEDPSYCH.2020.101860.
[17] G. Chalco Challco, I. I. Bittencourt, M. Reis, J. Santos, and S. Isotani, “Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios,” Communications in Computer and Information Science, vol. 1831 CCIS, pp. 415–421, 2023, doi: 10.1007/978-3-031-36336-8_65.
[18] J. Rust, M. Kosinski, and D. Stillwell, Modern Psychometrics. New York, NY, England: Routledge, 2021.
[2] A. Manzano-León et al., “Between level up and game over: A systematic literature review of gamification in education,” Sustainability (Switzerland), vol. 13, no. 4, pp. 2247–2251, 2021, doi: 10.3390/su13042247.
[3] M. Ekici, “A systematic review of the use of gamification in flipped learning,” Educ Inf Technol (Dordr), vol. 26, no. 3, pp. 3327–3346, 2021, doi: 10.1007/s10639-020-10394-y.
[4] O. S. Kaya and E. Ercag, “The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow,” Educ Inf Technol (Dordr), vol. 28, no. 8, pp. 10053–10078, Aug. 2023, doi: 10.1007/s10639-023-11585-z.
[5] C. Chen, N. Jamiat, and Y. Mao, “The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom,” Front Psychol, vol. 14, p. 1236297, Aug. 2023, doi: 10.3389/FPSYG.2023.1236297/BIBTEX.
[6] S. Galiç, B. Yıldız, and S. Galiç, “The Effects of Activities Enriched with Game Elements in Mathematics Lessons,” Innoeduca. International Journal of Technology and Educational Innovation, vol. 9, no. 1, pp. 67–80, Jun. 2023, doi: 10.24310/INNOEDUCA.2023.V9I1.15396.
[7] B. Waluyo, S. Phanrangsee, and W. Whanchit, “Gamified grammar learning in online English courses in Thai higher education,” Online J Commun Media Technol, vol. 13, no. 4, p. e202354, Oct. 2023, doi: 10.30935/OJCMT/13752.
[8] R. Camacho-Sánchez, A. Rillo-Albert, and P. Lavega-Burgués, “Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation,” Applied Sciences 2022, Vol. 12, Page 11214, vol. 12, no. 21, p. 11214, Nov. 2022, doi: 10.3390/APP122111214.
[9] J. J. López-Jiménez et al., “Taking the pulse of a classroom with a gamified audience response system,” Comput Methods Programs Biomed, vol. 213, p. 106459, Jan. 2022, doi: 10.1016/J.CMPB.2021.106459.
[10] A. Y. Gündüz and B. Akkoyunlu, “Effectiveness of Gamification in Flipped Learning,” Sage Open, vol. 10, no. 4, Dec. 2020, doi: 10.1177/2158244020979837/ASSET/IMAGES/LARGE/10.1177_2158244020979837-FIG9.JPEG.
[11] S. Pozo Sánchez, J. López Belmonte, A. Fuentes Cabrera, and J. A. López Núñez, “Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement,” Multimodal Technologies and Interaction 2020, Vol. 4, Page 12, vol. 4, no. 2, p. 12, Apr. 2020, doi: 10.3390/MTI4020012.
[12] G. Marinensi and M. Romero Carbonell, “Exploring Higher Education Teachers’ Attitudes Towards Gamification,” in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021, pp. 153–163. doi: 10.1007/978-3-030-92182-8_15.
[13] S. Chan and N. Lo, “Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic,” SN Comput Sci, vol. 3, p. 215, 2022, doi: 10.1007/s42979-022-01117-w.
[14] A. Sghari and F. Bouaziz, “Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers,” Interactive Technology and Smart Education, 2021, doi: 10.1108/ITSE-05-2021-0082.
[15] Z. Turan, S. Kucuk, and S. C. Karabey, “Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools,” Participatory Educational Research, vol. 9, no. 4, pp. 172–189, 2022, doi: 10.17275/per.22.85.9.4.
[16] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp Educ Psychol, vol. 61, Apr. 2020, doi: 10.1016/J.CEDPSYCH.2020.101860.
[17] G. Chalco Challco, I. I. Bittencourt, M. Reis, J. Santos, and S. Isotani, “Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios,” Communications in Computer and Information Science, vol. 1831 CCIS, pp. 415–421, 2023, doi: 10.1007/978-3-031-36336-8_65.
[18] J. Rust, M. Kosinski, and D. Stillwell, Modern Psychometrics. New York, NY, England: Routledge, 2021.
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