Cómo Evitar Efectos Negativos al Gamificar en EducaciónRevisión Panorámica y Aproximación Heurística hacia un Modelo Instruccional

Références bibliographiques

• Aldahash, T., & Alenezi, A. (2021). The Success Factors of Implementing Web-Based Gamification According to the Viewpoint of Female English Teachers for Public Education Stages. International Journal of Information and Education Technology, 11(12), 603-614. https://doi.org/10.18178/ijiet.2021.11.12.1571
• Almeida, C., Kalinowski, M., & Feijó, B. (2021). A Systematic Mapping of Negative Effects of Gamification in Education/Learning Systems. En 2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA) (pp. 17-24). IEEE. http://dx.doi.org/10.1109/seaa53835.2021.00011
• Algashami, A. (2019). Gamification risks in collaborative information systems: identification and management method (Doctoral dissertation, Bournemouth University).
• An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84. http://dx.doi.org/10.1007/s12528-020-09256-w
• Andrade, F.R.H., Mizoguchi, R., Isotani, S. (2016). The bright and dark sides of gamification. En: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). pp. 176–186 SpringerVerlag New York, Inc. http://dx.doi.org/10.1007/978-3-319-39583-8_17
• Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
• Bransford, J. D., & Stein, B. S. (1984). The ideal problem solver. New York: W. h.
• Burke, B. (2014). Gamify. Brookline, MA: Bibliomotion, Incorporated.
• Campos, A., Batista, E., Signoretti, A., Gardiman, R., Madeira, C. (2015). Gamifying activities in a higher education course. Proc. Eur. Conf. Games-based Learn. 2015–Janua, October 2015, 117–124.
• Chang T, Doughty CB, Mitchell D, et al. (2018). Leveraging quick response code technology to facilitate simulation-based leaderboard competition. Simul Healthc, 13, 64-71. http://dx.doi.org/10.1097/sih.0000000000000281
• Chou, Y. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Fremont, CA: Octalysis Media. http://dx.doi.org/10.17345/rio18.137-144
• Codish, D., Ravid, G. (2012). Personality Based Gamification: How Differente Personalities Perceive Gamification. En Proc. 22nd Eur. Conf. Inf. Syst. 11.
• Cook DA, Artino AR. (2016). Motivation to learn: An overview of contemporary theories. Med Educ., 50, 997-1014. http://dx.doi.org/10.1111/medu.13074
• Csikszentmihalyi, M., & Rathunde, K. (2014). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. En M. Csikszentmihalyi (Ed.), in Applications of Flow in Human Development and Education (pp. 7-79). Dordrecht Heidelberg New York London: Springer. http://dx.doi.org/10.1007/978-94-017-9094-9_2
• Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
• 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. https://doi.org/10.1016/j.compedu.2014.01.012
• Deterding, S. (2013). Gameful design for learning. T+D, 67(6), 60-63
• Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pags, C., Martínez-Herriz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380- 392. https://doi.org/10.1016/j.compedu.2012.12.020
• Escribano, F. (2010). Gamification model canvas evolution for design improvement: Player profiling and decision support models. Fundación Iberoamericana Del Conocimiento, 1-6.
• Fogg, B. (2009). A Behavior Model for Persuasive Design. Proceedings of the 4th International Conference on Persuasive Technology - Persuasive ’09. (2009).
• Garcia-Iruela, M., & Hijón-Neira, R. (2020). What perception do students have about the gamification elements? IEEE Access, 8, 134386-134392. https://doi.org/10.1109/access.2020.3011222
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? --a literature review of empirical studies on gamification. En 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee. https://doi.org/10.1109/hicss.2014.377
• Hanus, M., & 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. https://doi.org/10.1016/j.compedu.2014.08.019
• Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. En Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).
• Iorgulescu, S. (2021). An Analysis of Gamification in Education. The Need for an Ethical Code. Europolity-Continuity and Change in European Governance, 15(2), 101-126. https://doi.org/10.25019/europolity.2021.15.2.5
• Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons. https://doi.org/10.1145/2207270.2211316
• Kocadere, S.A., Caglar, S. (2015). The design and implementation of a gamified assessment. J. E-Learning Knowl. Soc. 11(3), 85–99.
• Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
• Landers, R. N., Bauer, K. N., & Callan, R. C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508-515. https://doi.org/10.1016/j.chb.2015.08.008
• Lefers, B., & Birkenkrahe, M. (2016, October). How can educators with limited resources gamify their classes? A design-based approach. In European Conference on Games Based Learning (p. 354). Academic Conferences International Limited.
• Lepper, M.R., Greene, D. (2015) Overjustification research and beyond: Toward a means-ends analysis of intrinsic and extrinsic motivation. Lepper MR, Greene D, eds. The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation (Psychology Press, London), 109–148. https://doi.org/10.4324/9781315666983-14
• Marczewski, A. (2015). Even Ninja Monkeys like to play. Blurb Inc, 1(1), 28. https://cutt.ly/0Xpntlg
• McDaniel, R., Lindgren, R., Friskics, J. (2012). Using badges for shaping interactions in online learning environments. IEEE Int. Prof. Commun. Conf. 12–15. https://doi.org/10.1109/ipcc.2012.6408619
• Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in human behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048
• Meşe, C., & Dursun, Ö. Ö. (2018). Influence of gamification elements on emotion, interest and online participation. https://doi.org/10.15390/eb.2018.7726
• Midgley C, Kaplan A, Middleton M (2001) Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? J. Ed. Psych., 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77
• Morschheuser, B., Hamari, J., & Maedche, A. (2019). Cooperation or competition – When do people contribute more? A field experiment on gamification of crowdsourcing. International Journal of HumanComputer Studies, 127, 7-24. https://doi.org/10.1016/j.ijhcs.2018.10.001
• Palmquist, A., Munkvold, R., & Goethe, O. (2021). Gamification Design Predicaments for E-learning. En International Conference on Human-Computer Interaction (pp. 245-255). Springer, Cham. https://doi.org/10.1007/978-3-030-77414-1_18
• Pedro, L.Z., Lopes, A.M.Z., Prates, B., Vassileva, J., Isotani, S. (2015). Does gamification work for boys and girls? Proc. 30th Annu. ACM Symp. Appl. Comput.- SAC ’15. 214–219. https://doi.org/10.1145/2695664.2695752
• Pérez-López, I. & Rivera García, E. (2017). Formar docentes, formar personas: análisis de los aprendizajes logrados por estudiantes universitarios desde una experiencia de gamificación. Signo y Pensamiento, 36(70), 112-129. https://doi.org/10.11144/javeriana.syp36-70.fdfp
• Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307-322. https://doi.org/10.7821/naer.2022.7.1025
• Prieto, J. M. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Teoría de la Educación. Revista Interuniversitaria, 32(1), 73-99. https://doi.org/10.14201/teri.20625
• Prieto, J.M. (2022). Sistematic Review about Evaluation of Gamification in Seven Educational Disciplines. Teoria de la Educacion. Revista Interuniversitaria, 34(1), 189-215. https://doi.org/10.14201/teri.27153
• Rahayu, F. S., Nugroho, L. E., Ferdiana, R., & Setyohadi, D. B. (2022). Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation. Sustainability, 14(14), 8906. https://doi.org/10.3390/su14148906
• Robin, H., Marc, L., y Robert, Z. (2004). A formal approach to game design and game research. Work Challenges Game AI, 4(1), 1-4.
• Rodríguez Martin, B., Flores Aguilar, G., & Fernández Río, F. J. (2022). Anxiety about failure in physical education. Can gamification promote changes in elementary school girls?. Retos. Nuevas tendencias en educación física deporte y recreación. https://doi.org/10.47197/retos.v43i0.90864
• Rutledge, C., Walsh, C. M., Swinger, N., Auerbach, M., Castro, D., Dewan, M., ... & Chang, T. P. (2018). Gamification in action: theoretical and practical considerations for medical educators. Academic Medicine, 93(7), 1014-1020. https://doi.org/10.1097/acm.0000000000002183
• Say, S., & Bag, H. (2017). The evaluation of the effect of a newly designed computer game on 7th grade students’ motivation towards science and aggression. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 5379–5393. https://doi.org/10.12973/eurasia.2017.00831a.
• Silva, I., Rodrigues, L., & Sampayo, M. (2020). The bad and the ugly: a systematic review of technology’s negative impacts’ mentions in literature from 2005 to 2020. En 6th International Conference on Higher Education Advances (HEAd'20) (No. 30-05-2020, pp. 819-829). Editorial Universitat Politècnica de València. https://doi.org/10.4995/head20.2020.11152
• Schöbel, S., Janson, A., Ernst, S.-J., & Leimeister, J. M. (2017). How to gamify a mobile learning application–a modularization approach. International Conference on Information Systems (ICIS). Seoul, South Korea. https://doi.org/10.2139/ssrn.3042181
• Shi, S., Leung, W. K., & Munelli, F. (2022). Gamification in OTA platforms: A mixed-methods research involving online shopping carnival. Tourism Management, 88, 104426. https://doi.org/10.1016/j.tourman.2021.104426
• Song, H., Kim, J., Tenzek, K. E., & Lee, K. M. (2013). The effects of competition and competitiveness upon intrinsic motivation in exergames. Computers in Human Behavior, 29(4), 1702-1708. https://doi.org/10.1016/j.chb.2013.01.042
• Thiebes, S., Lins, S., Basten, D. (2014). Gamifying information systems A synthesis of gamification mechanics and dynamics. Twenty Second Eur. Conf. Inf. Syst. 1–17.
• Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. En Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_9
• Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473. https://doi.org/10.7326/m18-0850
• van Elderen, J., & van der Stappen, E. (2019). The potential impact of gamification elements on the acceptance of technology in the context of education: a literature review, 177-201. https://doi.org/10.18690/978-961-286-280-0.10
• Vahlo, J.; Kaakinen, J. K.; Holm, S. K.; Koponen, A. (2017). Digital game dynamics preferences and player types. Journal of Computer-Mediated Communication, 22(2), 88-103. https://doi.org/10.1111/jcc4.12181
• Werbach, K., & Hunter, D. (2020). For the Win, Revised and Updated Edition: The Power of Gamification and Game Thinking in Business, Education, Government, and Social Impact. University of Pennsylvania Press. https://doi.org/10.9783/9781613631041
• Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291–307.
• Yamakami, T. (2013). Gamification literacy: Emerging needs for identifying bad gamification. En Multimedia and Ubiquitous Engineering (pp. 395-403). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6738-6_49
• Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808. https://doi.org/10.1016/j.compedu.2020.103808
• Yousof, A. K. (2020). Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis. In Handbook of Research on Adult Learning in Higher Education (pp. 549-569). IGI global. https://doi.org/10.4018/978-1-7998-1306-4.ch021
• Yıldırım, İ., & Demir, S. (2016). Oyunlaştırma temelli “Öğretim İlke ve Yöntemleri” dersi öğretim programı hakkında öğrenci görüşleri. International Journal of Curriculum and Instructional Studies, 6(11), 85-101.
• Yu-Kai, C. (2017). Actionable gamification: Beyond points, badges and leaderboards. Revista Internacional de Organizaciones, 1-8.
• Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546. https://doi.org/10.1177/0735633120969214
• Yunyongying P. (2014). Gamification: Implications for curricular design. J Grad Med Educ,6,410-412. https://doi.org/10.4300/jgme-d-13-00406.1