Aprendizaje autorregulado y gamificación en educación superior: propuesta de un modelo de análisis
The aim of this paper is to propose a conceptual model that links the influence of a gamified context to aspects relating to self-regulation in learning. Although extensive literature has been written on the subject of self-regulated learning, there has been little exploration of the environment and works that consider gamification as an effective tool for creating a favourable teaching-learning context to stimulate self-regulation are non-existent. The combination of these two lines, which until now have been studied in isolation, might encourage the teaching community to direct its efforts towards the design of gamified systems within the classroom to instruct and encourage self-regulation. The proposed model presents the key variables to consider, along with a solid theoretical justification for the proposals made.
The aim of this work is to suggest a conceptual analysis model that tests how appropriate it is to consider gamification as a contextual variable for incentivising the process of academic self-regulation. It offers a proposal that shows the synergies offered by combining two lines of research that until now have been studied in isolation and it also considers variables that affect self-regulation (cognitive, motivational, and behavioural) as being dependent on the context variable. In addition, the approach developed in this work can help the teaching community consider the task of creating gamified environments in the classroom as an effective option for encouraging self-regulation. Therefore, it presents teachers with the challenge of creating an active, positive, and participative environment (Boekaerts & Cascallar, 2006; Martín, 2012) that enables students to find the best way of learning. The theoretical model proposed is the result of a solid literature review that has made it possible to identify the appropriate variables and the relevant propositions to be able to test it in future research.
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