Metodología innovadora basada en la gamificación educativaEvaluación tipo test con la herramienta QUIZIZZ

  1. Diego Vergara Rodríguez 1
  2. José María Mezquita Mezquita 2
  3. Ana Isabel Gómez Vallecillo 2
  1. 1 Universidad Católica Santa Teresa de Jesús de Ávila
    info

    Universidad Católica Santa Teresa de Jesús de Ávila

    Ávila, España

    ROR https://ror.org/05wa62164

  2. 2 IES Maestro Haedo
Revue:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Année de publication: 2019

Volumen: 23

Número: 3

Pages: 363-387

Type: Article

DOI: 10.30827/PROFESORADO.V23I3.11232 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Profesorado: Revista de curriculum y formación del profesorado

Objectifs de Développement Durable

Résumé

In recent years, the number of online resources to formulate multiple-choice questions has increased, all of which being related to an educational gamification process (Quizizz, Kahoot!, Plickers, Socrative, etc.). In this article, after providing a historical overview of educational gamification, a novel methodology is proposed based on the use of one of these serious games, specifically the tool Quizizz. This online tool is open access and free, which encourages teachers to reproduce the proposed methodology for their subjects. The methodological proposal is based on three principles: (i) the use of virtual resources in education; (Ii) the effectiveness of collaborative learning; and (iii) the motivation that the gamification of the teaching-learning process awakens in students. The effectiveness of the methodology has been demonstrated by surveys to the students carried out before (pre-test) and after (post-test) an educational experience at two pre-university levels: Junior High School and High School. Inthe light of the results obtained, it has become evident that the proposed methodology favors: (i) the teaching-learning process, by raising the level of student engagement in the study of the subject; (ii) the resolution of multiple-choice tests with a more optimistic approach and self-confidence; (iii) students’ greater predisposition for team work; and (iv) an entertaining and motivating educational environment.

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