000163284 001__ 163284
000163284 005__ 20251024172259.0
000163284 0247_ $$2doi$$a10.3390/educsci15101341
000163284 0248_ $$2sideral$$a145778
000163284 037__ $$aART-2025-145778
000163284 041__ $$aeng
000163284 100__ $$0(orcid)0000-0001-9650-4745$$aDenoni-Buján, Magalí$$uUniversidad de Zaragoza
000163284 245__ $$aChallenges of Innovation Through Gamification in the Classroom
000163284 260__ $$c2025
000163284 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163284 5203_ $$aThe demands of modern society regarding academic training have placed the focus of education on active methodologies. Their proven success also presents challenges for the innovation they entail. In this regard, methodological strategies such as gamification are currently focusing their analyses on design to ensure the effectiveness of their outcomes. With this in mind, we aim to analyse a gamification experience in higher education from the perspective of the various stakeholders involved. Using a qualitative methodology, data from an open-ended survey and the learning journals of 73 students were triangulated with the teaching journals of four lecturers. The category-based data analysis indicates that escape room-type games and digital boards are the most highly valued as innovative educational tools that promote active learning. Conflict resolution, cooperative work, and understanding of theoretical knowledge stood out as achieved objectives. The overall positive view, the classroom atmosphere of excitement and fun, and the impact on learning due to increased motivation were highlighted in participants’ opinions. From the lecturers’ perspective, the outcome is shown to be worthwhile in terms of effort and benefit.
000163284 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-1-5301
000163284 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163284 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163284 700__ $$0(orcid)0000-0001-5485-881X$$aMarcen, Celia$$uUniversidad de Zaragoza
000163284 700__ $$0(orcid)0000-0002-2420-4361$$aGracia-Gil, Ana$$uUniversidad de Zaragoza
000163284 700__ $$0(orcid)0000-0003-4790-531X$$aCasanovas López, Raquel$$uUniversidad de Zaragoza
000163284 700__ $$0(orcid)0009-0000-2544-6170$$aCoral-Aguilar, Sheila$$uUniversidad de Zaragoza
000163284 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000163284 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000163284 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000163284 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000163284 773__ $$g15, 10 (2025), 1341 [16 pp.]$$tEducation Sciences$$x2227-7102
000163284 8564_ $$s280934$$uhttps://zaguan.unizar.es/record/163284/files/texto_completo.pdf$$yVersión publicada
000163284 8564_ $$s2539785$$uhttps://zaguan.unizar.es/record/163284/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163284 909CO $$ooai:zaguan.unizar.es:163284$$particulos$$pdriver
000163284 951__ $$a2025-10-24-16:56:27
000163284 980__ $$aARTICLE