Figure - available via license: Creative Commons Attribution-NonCommercial 4.0 International
Content may be subject to copyright.
Source publication
Playful learning is an educational method in which students experience fun and curiosity in an active context that is meaningful to them. Game-based learning, serious games, and gamification can be highlighted here. The purpose of this study is to conduct a systematic review of studies that have used gamified resources as a game-based strategy for...
Similar publications
Minecraft Education is a digital game-based learning platform that is thought to support the development of twenty-first century competencies and skills. The purpose of this study is to explore primary students’ experiences of using Minecraft Education during an innovative national project-based initiative. The initiative had two phases: 1) educati...
Citations
... The study highlights the value of digital tools in bullying prevention and emphasizes the influence of cultural and educational contexts on intervention outcomes. Moukram et al. (2023) conducted a comprehensive review of the use of game-based resources, including game-based learning, serious games, and gamification, in bullying prevention. They found that current research primarily focuses on serious games and game-based learning, with limited empirical studies on gamification. ...
... The literature indicates that while empirical studies combining gamification with bullying prevention remain relatively scarce (Álvarez-Bermejo et al., 2016;Moukram et al., 2023), existing research has demonstrated the potential of gamification in this field (Ros Morente et al., 2018;Gini et al., 2024;Ingram et al., 2018;Sánchez-Romero and Muñoz-Jiménez, 2024). However, most of these studies have been conducted in Western contexts, with no relevant empirical research identified in China. ...
Bullying is increasingly prevalent in Chinese schools, contributing to a rise in associated criminal cases. A key factor in this trend is the lack of comprehensive understanding of bullying. Studies indicate a clear correlation between the level of understanding of bullying and its frequency. The adverse effects of bullying are expected to persist into adulthood, particularly during the crucial phase of behavioral and cognitive development in elementary school, when children are most receptive to changes in behavior and attitudes. Traditional lecture-based methods used to teach bullying awareness to Chinese primary school students often result in boredom and disengagement, reducing their ability to comprehend and address bullying effectively. This study developed a gamified interactive e-book (GIEB) aimed at enhancing the motivation and anti-bullying knowledge of Chinese primary school students. A quasi-experimental design with pretest and posttest assessments was employed to evaluate the approach’s effectiveness. The study involved 60 third-grade students from a public primary school in Hefei, Anhui Province, China, who were randomly assigned to either an experimental group using the gamified interactive e-books (GIEB group) or a control group receiving traditional lectures (TL group). Findings indicated that the GIEB group showed significant improvements in motivation and understanding of bullying compared to the TL group. This research highlights the potential of gamified interactive e-books as effective educational tools for bullying prevention by making learning more engaging and effective. The practical implications of this study suggest that integrating gamified interactive e-books into the curriculum could significantly enhance students’ motivation to learn about bullying and their anti-bullying knowledge, ultimately contributing to more effective bullying prevention in schools.
... Si bien durante sus primeros años de desarrollo se le asoció con "videojuegos nocivos" (Grande-de-Prado et al., 2020), su implementación a lo largo de los años ha demostrado utilidad desde la educación de todos los niveles, así como en intervenciones en salud y en el área organizacional para el entrenamiento laboral (Balch et al., 2022;De Noreña Martínez et al., 2022;El Hafidy et al., 2021;Faure-Carvallo et al., 2022;Hammady y Arnab, 2022;Moukram et al., 2022). De hecho, luego del inicio de la pandemia por covid-19 y la subsiguiente cuarentena, la gamificación se convirtió en el foco de atención, dado que los docentes tuvieron que migrar hacia entornos virtuales, donde las estrategias tradicionales no resultaban suficientes para captar la atención de los estudiantes (Burlacu et al., 2023). ...
La aplicación de estrategias de gamificación en la educación superior ha cobrado especial relevancia en estos últimos años a raíz de la pandemia por covid-19. Por eso, el objetivo del presente trabajo es identificar el impacto de dichas estrategias en el aprendizaje de estudiantes universitarios. Para ello, se efectuó un análisis de revisión de revisiones en la base Scopus utilizando términos asociados a la temática en cuestión, en la que se recurrió a la plataforma Rayyan. En concreto, se seleccionaron artículos publicados entre 2019 y 2023 de significativa aportación relacionados con el uso de estrategias de enseñanza a nivel profesional. Los resultados indicaron que la mayor cantidad de trabajos fueron divulgados a partir del año 2020 en España y Estados Unidos, los cuales impactaron principalmente en la motivación, el compromiso, la participación, la interacción y el trabajo en equipo. Como conclusión, se obtuvo el 100 % de coincidencia entre los autores, al señalar que la aplicación de la gamificación a nivel universitario es una estrategia con la capacidad de generar mejoras importantes en la experiencia educativa del estudiante; sin embargo, las concomitancias sobre el impacto en los resultados académicos alcanzaron el 73 %.
... Recent research has shown the effectiveness of gaming strategies in raising awareness of different social causes, such as stigma towards people with severe mental disorders, gender equality, sexual violence, mental health or bullying (Moukram et al., 2023;Rodríguez-Ferrer et al., 2023), relating that this can occur due to the immersion produced by the narrative and game mechanics (Aura et al., 2021). However, more research is needed to understand its potential benefits for teaching and raising awareness of LGBTQ people, particularly TGD people, since the capacity of video games for the exploration and validation of gender identity as well as immersion and escapism for TGD adolescents has been observed (McKenna et al., 2022). ...
Game-based learning (GBL) has demonstrated its effectiveness in education by addressing challenges such as apathy, motivation, and active student engagement. In this article, the narrative video game “A Normal Lost Phone” has been employed to raise awareness among university students about transgender and gender diverse (TGD) individuals. The project involved 35 undergraduate students in Social Education from a university in Spain (29 females, 5 males, and 1 non-binary individual), with an average age of 20.52 years (SD = 1.82) during the academic year 2022/2023. The workshop’s main objective was to enhance undergraduate students’ training in social education and better prepare them for their future careers. The results highlight that video games can promote sensitivity and understanding of sexual and gender diversity among university students, which could have significant implications for professional training in this field. In conclusion, GBL presents promising opportunities for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is needed to comprehend and effectively incorporate GBL into teaching practices fully. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.
... La revisión de alcance proporciona evidencia sólida sobre la efectividad de la gamificación en la educación superior. (51,52) Los resultados extraídos de los artículos evaluaron el alcance e impacto del uso de softwares, aplicaciones y juegos en línea, que destacan la eficacia de estas herramientas para aumentar la conciencia, alfabetización y trabajo conjunto en la salud mental. Asimismo, se ha observado que estas intervenciones gamificadas pueden incrementar la empatía hacia personas con trastornos de salud mental, contribuyendo así a la reducción del estigma asociado en el ambiente educativo. ...
Introduction: Gamification is a playful strategy that has been used to motivate and engage people in achieving specific objectives. In the realm of education and mental health, gamification has emerged as a promising tool to enhance emotional and psychological well-being.Objetive: the aim of this paper was to conduct a scoping review of the literature to assess the effectiveness of artificial intelligence in gamification for promoting mental health among university students.Methods: An exhaustive search for scientific articles was conducted across different databases, and the PRISMA guidelines were used for its development. From an initial phase where 424 potentially relevant titles were found, 14 articles were selected for analysis. Results: the studies reviewed showed that gamification can enhance motivation and engagement, as well as improve self-esteem and self-efficacy among higher education students. Additionally, it was found that 50% of the articles had funding, showcasing the interest of higher education institutions in enhancing their quality standards.Conclusions: the published paper indicated that gamification can be executed in any field of study driven by emerging technologies such as artificial intelligence. However, it's crucial to note that the effectiveness of gamification interventions may vary depending on various factors like game design quality, implementation context, and user characteristics.
La gamificación, entendida como la aplicación de mecánicas y dinámicas propias del juego en contextos educativos, se ha consolidado como una estrategia innovadora para transformar el proceso de enseñanza-aprendizaje. El objetivo principal de esta investigación es determinar el impacto de las estrategias gamificadas sobre el compromiso de los estudiantes y su desarrollo de competencias en entornos educativos virtuales. Se estableció una metodología cualitativa con una revisión sistemática siguiendo las directrices PRISMA 2020, utilizando palabras clave en español e inglés y consultando bases de datos académicas reconocidas. El proceso incluyó criterios de inclusión y exclusión, así como una búsqueda inicial de títulos y resúmenes, una evaluación completa de los textos seleccionados y una síntesis de los datos mediante un formulario estandarizado. Los resultados obtenidos revelan que la gamificación no solo mejora el interés y la implicación del alumnado, sino que también fomenta la interacción social, la autorregulación y el desarrollo de habilidades de pensamiento crítico. Elementos como narrativas personalizadas, tableros de progreso interactivos y avatares emocionales han demostrado ser especialmente efectivos. En conclusión, la gamificación representa una estrategia prometedora para enriquecer la experiencia educativa y potenciar el aprendizaje autónomo en entornos virtuales, lo que subraya su relevancia como herramienta didáctica innovadora en la educación secundaria.
