000135840 001__ 135840 000135840 005__ 20241220120717.0 000135840 0247_ $$2doi$$a10.1007/s10639-024-12779-9 000135840 0248_ $$2sideral$$a138869 000135840 037__ $$aART-2024-138869 000135840 041__ $$aeng 000135840 100__ $$aHernanz, Virginia 000135840 245__ $$aRevitalising learning in three university contexts: Unleashing the power of the Quizizz app to increase self-efficacy, intrinsic motivation, satisfaction and performance 000135840 260__ $$c2024 000135840 5060_ $$aAccess copy available to the general public$$fUnrestricted 000135840 5203_ $$aConsidering the innovative learning approach of incorporating gamification educational dynamics, this study focused on analyzing differences in the effects of using Quizizz depending on the degree of practical focus that different university degrees have. By applying game elements in non-game contexts, gamification has been recognized as a strategy that can increase student motivation and engagement. After applying the four-month innovation experience in three degree programs (Engineering, Business Administration, and Education), the perceptions of the 179 participating students were evaluated regarding intrinsic motivation, self-efficacy in learning, satisfaction with the use of applications to gamify learning and academic performance. Furthermore, possible differences in these dimensions were explored depending on the degree of practical orientation that each university degree has. The results suggest that students in the educational area express more favorable perceptions about the improvement of their learning with this gamification experience, while Business Administration students are those who express the worst perceptions. The implications of these results are discussed considering the influence that variables such as the active and participatory role of students, the usefulness of the content in the professional future, or the conceptual and theoretical nature of each university degree can exert. 000135840 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-23R$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-620 000135840 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000135840 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000135840 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza 000135840 700__ $$aSuárez, Cristina 000135840 700__ $$0(orcid)0000-0002-2959-0628$$aLanchares-Sancho, Elena$$uUniversidad de Zaragoza 000135840 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000135840 7102_ $$15004$$2605$$aUniversidad de Zaragoza$$bDpto. Ingeniería Mecánica$$cÁrea Mec.Med.Cont. y Teor.Est. 000135840 773__ $$g29 (2024), 23917–23935$$pEduc. inf. technol.$$tEDUCATION AND INFORMATION TECHNOLOGIES$$x1360-2357 000135840 8564_ $$s1507953$$uhttps://zaguan.unizar.es/record/135840/files/texto_completo.pdf$$yVersión publicada 000135840 8564_ $$s1344213$$uhttps://zaguan.unizar.es/record/135840/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000135840 909CO $$ooai:zaguan.unizar.es:135840$$particulos$$pdriver 000135840 951__ $$a2024-12-20-12:05:35 000135840 980__ $$aARTICLE