Ludificación y sus posibilidades en el entorno de blended learningrevisión documental

Referencias bibliográficas

• Aghaei Chadegani, A., Salehi, H., Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ale Ebrahim, N. (2013). A Comparison between Two Main Academic Literature Collections: Web of Science and Scopus Databases. Asian Social Science, 9(5), 18-26. doi: https://doi.org/10.5539/ass.v9n5p18
• Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. (2016). Competition and Collaboration Using A Social And Gamified Online Learning Platform. 10th European Conference on Games Based Learning: ECGBL 2016 (pp. 19-27). Recuperado de https://goo.gl/AIq1ii
• Arnab, S., Tombs, G., Duncan, M., Smith, M., & Star, K. (2015). Towards the Blending of Digital and Physical Learning Contexts with a Gamified and Pervasive Approach. International Conference on Games and Learning Alliance (pp. 452-460). Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-40216-1_50
• Bahji, S. E., Lefdaoui, Y., & El Alami, J. (2013). Enhancing Motivation and Engagement: A Top-Down Approach for the Design of a Learning Experience According to the S2P-LM. iJET, 8(6), 35-41. doi: https://doi.org/10.3991/ijet.v8i6.2955
• Bahji, S. E., El Alami, J., & Lefdaoui, Y. (2015). Learners’ Attitudes Towards Extended-Blended Learning Experience Based on the S2P Learning Model. International Journal of Advanced Computer Science & Applications, 1(6), 70-78. doi: https://doi.org/10.14569/ijacsa.2015.061010
• Baker, P. M., Bujak, K. R., & DeMillo, R. (2012). The evolving university: Disruptive change and institutional innovation. Procedia Computer Science, 14, 330-335. doi: https://doi.org/10.1016/j.procs.2012.10.037
• Baksa-Haskó, G. (2016). Efficiency Over 1000 Students–The Evolution of an On-line Course: From e-Learning to Flipped Classroom. International Conference on Interactive Collaborative Learning (pp. 237-245). Springer, Cham. doi: https://doi.org/10.1007/978-3-319-50340-0_20
• Barata, G., Gama, S., Fonseca, M. J., & Gonçalves, D. (2013). Improving student creativity with gamification and virtual worlds. Proceeding First International Conference on Gameful Design, Research, and Applications (pp. 95-98). ACM. doi: https://doi.org/10.1145/2583008.2583010
• Barros, M., Moura, A., Borgmann, L., & Terton, U. (2015). Blended Learning in Multi-disciplinary Classrooms-Experiments in a Lecture about Numerical Analysis. Proceedings of the 7th International Conference on Computer Supported Education (pp. 196-204). SciTePress. doi: https://doi.org/10.5220/0005409001960204
• Berkling, K., & Thomas, C. (2013). Gamification of a Software Engineering course and a detailed analysis of the factors that lead to it's failure. Interactive Collaborative Learning (ICL), 2013 International Conference (pp. 525-530). IEEE. Recuperado de http://ieeexplore.ieee.org/document/6644642/
• Berkling, K., & Thomas, C. (2014). Looking for Usage Patterns in e-Learning Platforms-A Step Towards Adaptive Environments. International Conference on Computer Supported Education (pp. 144-152). doi: https://doi.org/10.5220/0004909001440152
• Berkling, K. (2015a). Connecting Peer Reviews with Students' Motivation-Onboarding, Motivation and Blended Learning. International Conference on Computer Supported Education (pp. 24-33). Springer International Publishing. doi: https://doi.org/10.5220/0005410200240033
• Berkling, K. (2015b). Gamification Behind the Scenes. International Conference on Computer Supported Education (pp. 274-292). Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-29585-5_16
• Berkling, K. M., & Zundel, A. (2015). Change Management: Overcoming the Challenges of Introducing Self-Driven Learning. International Journal of Engineering Pedagogy, 5(4), 38-46. doi: https://doi.org/10.3991/ijep.v5i4.4945
• Caponetto, I., Earp, J. & Ott, M. (2014). Gamification and Education: A Literature Review. En F.Nah, (Ed.), Business Lecture Notes in Computer Science. (401-409). Ginebra: Springer International Publishing. doi: http://dx.doi.org/10.1007/978-3-319-07293-7_39
• Comisión Europea. (2013). Apertura de la educación: Docencia y aprendizaje innovadores para todos a través de las nuevas tecnologías y recursos educativos abiertos {SWD(2013) 341 final}. Bruselas. Recuperado de https://goo.gl/l3RwMz
• Dagnino, F. M., Antonaci, A., Ott, M., Lavagnino, E., Bellotti, F., Berta, R., & De Gloria, A. (2015). The eSG Project: A Blended Learning Model for Teaching Entrepreneurship Through Serious Games. European Conference on Innovation and Entrepreneurship (pp. 147-156). Academic Conferences International Limited. Recuperado de https://goo.gl/6WvNkm
• De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. doi: https://doi.org/10.1016/j.compedu.2014.01.012
• De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. doi: https://doi.org/10.1016/j.compedu.2015.12.008
• Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining Gamification. En 15th International Academic MindTrek Conference: Envisioning Future Media Environments (9-15). ACM. Recuperado de https://goo.gl/2n6hOC
• Dichev, C., & Dicheva, D. (2013). Support for independent learning in evolving computer science disciplines. Information and Communication Technologies (WICT), 2013 Third World Congress (pp. 202-207). IEEE. doi: https://doi.org/10.1109/wict.2013.7113135
• Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88. Recuperado de https://goo.gl/nrFfjF
• Drace, K. (2013). Gamification of the laboratory experience to encourage student engagement. J Microbiol Biol Educ, 14(2), 273-274. doi: https://doi.org/10.1128/jmbe.v14i2.632
• Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. New York: IBM Global Services
• Drott, M. C. (1995). Reexamining the role of conference papers in scholarly communication. Journal of the American Society for Information Science, 46(4), 299. doi: https://doi.org/10.1002/(sici)1097-4571(199505)46:4<299::aid-asi6>3.0.co;2-0
• Faghihi, U., Brautigam, A., Jorgenson, K., Martin, D., Brown, A., Measures, E., & Maldonado-Bouchard, S. (2014). How Gamification Applies for Educational Purpose Specially with College Algebra. Procedia Computer Science, 41, 182-187.doi: https://doi.org/10.1016/j.procs.2014.11.102
• Ferzli, M, Pigford, K., & Black B. (2015). Development of a gamified learning object (GLO) with Correlated Classroom Activities to Enhance Student Understanding of Evolution. Proceedings ICERI2015 (pp. -2906). IATED. Recuperado de https://goo.gl/PvdelE 2898
• Figueiredo, M., Godejord, B., & Rodrigues, J. (2016). The Development of an Interactive Mathematics App for Mobile Learning. 12th International Conference Mobile Learning (pp.75-81). Recuperado de http://toc.proceedings.com/30525webtoc.pdf
• Flores, J. F. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, (27), 32-54. Recuperado de https://goo.gl/iCngS4
• Friess, R., Blessing, A., Winter, J., & Zöckler, M. (2015). Film Education for Primary-School Pupils: Gamification and Interactive Storytelling as an Educational Approach to Raise Awareness of Design Structures in Feature Films. European Conference on Games Based Learning (p. 780-784). Academic Conferences International Limited. Recuperado de https://goo.gl/GdvQwt
• Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. doi: https://doi.org/10.1016/j.iheduc.2004.02.001
• Graham, C. R. (2013). Emerging practice and research in blended learning. En M.G. Moore, (Ed.), Handbook of distance education. (333-350). Nueva York: Routledge.
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? --a literature review of empirical studies on gamification. System Sciences (HICSS), 2014 47th Hawaii International Conference (pp. 3025-3034). IEEE. doi: https://doi.org/10.1109/hicss.2014.377
• Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.doi: https://doi.org/10.1016/j.compedu.2014.08.019
• Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236. doi: https://doi.org/10.1016/j.compedu.2015.10.010
• Huang, L. Y. (2016). Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills. 10th European Conference on Games Based Learning: ECGBL 2016 (pp. 289-295). IEEE. Recuperado de https://goo.gl/upm173
• Hung, H. T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. doi: https://doi.org/10.1080/09588221.2014.967701
• Iosup, A., & Epema, D. (2014,). An experience report on using gamification in technical higher education. En 45th ACM technical symposium on Computer science education (pp. 27-32). ACM. Recuperado de https://goo.gl/ISLuL6
• Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. Nueva Jersey: John Wiley & Sons.
• Knutas, A., Ikonen, J., Nikula, U., & Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: a case study. Proceedings of the 15th International Conference on Computer Systems and Technologies (pp. 370-377). ACM. doi: https://doi.org/10.1145/2659532.2659620
• Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. doi: https://doi.org/10.1177/1046878114563660
• Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. Serious games and edutainment applications (pp. 399-423). Londres: Springer London.
• Laskowski, M. (2015). Implementing gamification techniques into university study path-A case study. Global Engineering Education Conference (EDUCON), (pp. 582-586). IEEE. doi: https://doi.org/10.1109/educon.2015.7096028
• Lemus, B. A., & Pinto, R. (2014). Designing, building and preliminary results of “Cerebrex”, a serious educational videogame. Proceedings Conference and Trends (InPACT) (pp.1-5). Recuperado de https://goo.gl/MJ1XSj
• Lemus, B.A., Baessa, Y., & García.J. (2014). Applying the Serious Educational Videogame: Cerebrex to 6th graders for an Educational and Motivational Boost. Proceedings Conference and Trends (InPACT) (pp.81-85). Recuperado de https://goo.gl/TkgzAR
• Lennon, A., Abbott, M., & McIntosh, K. (2015). Chasing higher solar cell efficiencies: Engaging students in learning how solar cells are manufactured. Teaching, Assessment, and Learning for Engineering (TALE), 2015 IEEE International Conference (pp. 267-271). IEEE. doi: https://doi.org/10.1109/tale.2015.7386056
• Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42. Recuperado de https://goo.gl/DLsg0f
• López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826. doi: https://doi.org/10.1016/j.compedu.2010.10.023
• Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology & Society, 12(4), 282-293. Recuperado de https://goo.gl/IJqhK1
• Lückemeyer, G. (2015). Virtual blended learning enriched by gamification and social aspects in programming education. Computer Science & Education (ICCSE), 2015 10th International Conference on (pp. 438-444). IEEE. doi: https://doi.org/10.1109/iccse.2015.7250286
• Martínez-Nicolás, M. M., & Saperas-Lapiedra, E. (2011). La investigación sobre Comunicación en España (1998-2007). Análisis de los artículos publicados en revistas científicas. Revista latina de comunicación social, (66), 101-129.doi: https://doi.org/10.4185/rlcs-66-2011-926-101-129
• Means, B., Toyama, Y., Murphy, R. & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. Recuperado de https://goo.gl/R6zreQ
• Mekler, E. D., Bopp, J. A., Tuch, A. N., & Opwis, K. (2014). A systematic review of quantitative studies on the enjoyment of digital entertainment games. Proceedings of the 32nd annual ACM conference on Human factors in computing systems (pp. 927-936). ACM. doi: https://doi.org/10.1145/2556288.2557078
• Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea?. The Internet and Higher Education, 18, 15-23. doi: https://doi.org/10.1016/j.iheduc.2012.12.001
• Mozelius, P., Collin, J., & Olsson, M. (2015). Visualisation and gamification of e-Learning-Attitudes among course participants. 10th International Conference on e-Learning ICEL2015, College of the Bahamas, Nassau, (pp. 227-234). Academic Conferences Publishing. Recuperado de https://goo.gl/L9zdd6
• Muntean, C. I. (2011). Raising engagement in e-learning through gamification. Proccedings 6th International Conference on Virtual Learning ICVL (pp. 323-329). University of Bucharest Press. Recuperado de https://goo.gl/TN93dA
• Nevin, C.R., Westfall, A.O., Rodriguez, J.M., Dempsey, D.M., Cherrington, A., Roy, B., Patel, M. & Willig, J.H., (2014). Gamification as a tool for enhancing graduate medical education. Postgraduate medical journal, 90(1070), 685-693. doi: https://doi.org/10.1136/postgradmedj-2013-132486
• Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. Games+ Learning+ Society, 8(1):1-7. Recuperado de https://goo.gl/rx32tT
• Noor, A. (2013). Envisioning engineering education and practice in the coming intelligence convergence era—a complex adaptive systems approach. Open Engineering, 3(4), 606-619. doi: https://doi.org/10.2478/s13531-013-0122-9
• Olsson, M., & Mozelius, P. (2016). On design of online learning environments for programming education. Academic Conferences and Publishing International ECEL (pp.12-24). DIVA. Recuperado de https://goo.gl/6Nlw65
• Orooji, F., Taghiyareh, F., & Nasirifard, P. (2015). DoosMooc: An Online Learning Environment Equipped with Innovative Social Interactions. Bulletin of the IEEE Technical Committee on Learning Technology, 17(3), 18. Recuperado de https://goo.gl/p4SEdB
• Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A., & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia-Social and Behavioral Sciences, 228, 316-322. doi: https://doi.org/10.1016/j.sbspro.2016.07.047
• Perez-Sanagustin, M., Hernández-Leo, D., Santos, P., Kloos, C. D., & Blat, J. (2014). Augmenting reality and formality of informal and non-formal settings to enhance blended learning. IEEE Transactions on Learning Technologies, 7(2), 118-131.doi: https://doi.org/10.1109/tlt.2014.2312719
• Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning: Research perspectives. New York: Routledge.
• Pirker, J., Gutl, C., & Astatke, Y. (2015). Enhancing online and mobile experimentations using gamification strategies. Experiment@ International Conference (pp. 224-229). IEEE. doi: https://doi.org/10.1109/expat.2015.7463270
• Priego, R. G., & Peralta, A. G. (2013). Engagement factors and motivation in e-Learning and blended-learning projects. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (pp. 453-460). ACM. doi: https://doi.org/10.1145/2536536.2536606
• Priego, R. G., & Peralta, A. G. (2016). How could quality, motivation and engagement be improved in eLearning?. Campus Virtuales, 5(1), 74-82. Recuperado de https://goo.gl/5fd9Dj
• Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. Jounal of online learning and teaching and teaching. 9 (2), 271. Recuperado de https://goo.gl/Ysaq8T
• Railean, E. A. (2017). Impacts of Digital Revolution on Learning. En User Interface Design of Digital Textbooks (pp. 1-22). Singapur: Springer Singapore. doi: https://doi.org/10.1007/978-981-10-2456-6_1
• Rivera, G. (2004). Modelo de diseño instruccional para programas educativos a distancia. Perfiles educativos, 26(104), 93-114. Recuperado de https://goo.gl/ym1ZTH
• Rodgers, W. M., Hall, C. R., Duncan, L. R., Pearson, E., & Milne, M. I. (2010). Becoming a regular exerciser: Examining change in behavioural regulations among exercise initiates. Psychology of Sport and Exercise, 11(5), 378-386. doi: https://doi.org/10.1016/j.psychsport.2010.04.007
• Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). doi: https://doi.org/10.19173/irrodl.v5i2.192
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. doi: https://doi.org/10.1006/ceps.1999.1020
• Sampieri, R., Collado, C., & Lucio, P. (2014). Metodología de la investigación. Nueva York: Editorial McGraw-Hill.
• Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. doi: https://doi.org/10.1016/j.chb.2012.06.007
• Singh, H. (2003). Building effective blended learning programs. Educational Technology, 44 (1), 5–27. Recuperado de https://goo.gl/sQI6IJ
• Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. doi: https://doi.org/10.1111/jcal.12088
• Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5). doi: https://doi.org/10.14742/ajet.2232
• Thomas, C., & Berkling, K. (2013). Redesign of a gamified software engineering course. Interactive Collaborative Learning (ICL), 2013 International Conference (pp. 778-786). IEEE. doi: https://doi.org/10.1109/icl.2013.6644707
• Velázquez, E. A. P. (2015). The use of bussines simulators in teaching logistics. Interactive Collaborative and Blended Learning (ICBL), 2015 International Conference (pp. 57-60). IEEE. doi: https://doi.org/10.1109/icbl.2015.7387634
• Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35. doi: https://doi.org/10.1016/j.compedu.2015.12.001
• Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725. doi: https://doi.org/10.1007/s10459-009-9154-6
• Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44-53. doi: https://doi.org/10.1016/j.iheduc.2015.05.002