Características pedagógicas, didácticas y tecnológicas para el diseño de sistemas gamificados basados en experiencia de usuario en Educación virtual

Pablo Alexander  Munévar; Clara Esperanza  Pedraza; Diego Fernando  Aranda; Javier Reina  Granados; Paola Andrea  Buitrago; Luis Fernando  Samper; Carlos Enrique Montenegro; Paulo Alonso  Gaona

doi:10.22490/25394088.4507

Vol. 14 No. 3 (2020): Número Especial

Published 2020-12-20

license

Article

Pedagogical, didactic and technological characteristics for the design of gamified systems based on user experience in virtual education

DOI: https://doi.org/10.22490/25394088.4507

Pablo Alexander Munévar Universidad Nacional Abierta y a Distancia

Clara Esperanza Pedraza Universidad Nacional Abierta y a Distancia

Diego Fernando Aranda Universidad Nacional Abierta y a Distancia

Javier Reina Granados Universidad Nacional Abierta y a Distancia

Paola Andrea Buitrago Universidad Nacional Abierta y a Distancia

Luis Fernando Samper Universidad Nacional Abierta y a Distancia

Carlos Enrique Montenegro Universidad Distrital Francisco José de Caldas

Paulo Alonso Gaona Universidad Distrital Francisco José de Caldas

PDF (Spanish)

Abstract
References

This paper is part of the progress results of a research project supported by MinCiencias and the Antioquia Government, which focuses on the development of a gamified system, which is theoretically supported by emerging and current trends such as Deep Learning, artificial intelligence, big data and user experience focused on strengthening quality in virtual education.

Under a SCRUM-type methodology, a set of phases is defined, ranging from exploration, identification of variables and categories, system development, piloting, and validation to be brought to a level of technological maturity type TRL3. This methodology has generated the work path and design from architectural and modeling aspects of the development of a gamified system, from its idea to its development and implementation.

The relationships between the results of the articulation between engineering, education and the sciences of social behavior, are approached from emerging models, and exponential technologies that allow establishing favorable elements for the development of platforms, applications and pedagogical and didactic innovations which, as in this case, strengthen the processes focused on retention and permanence as a factor associated with reducing student dropout.

keywords: Gamified system, user experience, deep learning, artificial intelligence, virtual education

Deterding, S. (2012). Gamification: designing for motivation. interactions, 19(4),1417. https://www.researchgate.net/profile/Sebastian_Deterding/publication/244486331_Gamification_Designing_for_motivation/links/0a85e53a049814673c000000.pdf

Kapp, K. M. (2012). The gamification of learning and instruction (p. 93). San Francisco: Wiley.

Petrovic-Dzerdz, M. (2019). Gamifying Online Tests to Promote Retrieval-Based Learning. The International Review of Research in Open and Distributed Learning, 20(2). Retrieved from https://doi.org/10.19173/irrodl.v20i2.3812

Werbach, K. (2014). (Re) defining gamification: A process approach. In International conference on persuasive technology (pp. 266-272). Springer, Cham.

González Muñiz, A. (2018). Aplicaciones de técnicas de inteligencia artificial basadas en aprendizaje profundo (deep learning) al análisis y mejora de la eficiencia de procesos industriales. Retrieved from http://hdl.handle.net/10651/45097

Booth, P. (1989). An introduction to human-computer interaction. Lawrence Erlbaum Associates Publishers, Hove/East Sussex.

Hartson, R., & Pyla, P. S. (2012). The UX Book: Process and guidelines for ensuring a quality user experience. Elsevier.

Rozanski, E. P., & Haake, A. R. (2003). The many facets of HCI. In Proceedings of the 4th conference on

Information technology curriculum (pp. 180-185). Retrieved from https://dl.acm.org/doi/pdf/10.1145/947121.947162

D'Hertefelt, S. (2000). Emerging and future usability challenges: designing user experiences and user communities. Interaction Architect. com, 2.

Knapp Bjerén, A. (2003). La Experiencia del Usuario. En: Knapp Bjerén, A. (coord.). La Experiencia del Usuario. Madrid: Anaya Multimedia, 2003, ISBN 84- 415-1044-X.

Dillon, A. (2001). Beyond Usability: Process, Outcome and Affect in human computer interactions. Lazerow Lecture 2001, at the Faculty of Information Studies, University of Toronto, March 2001. Retrieved from: http://www.ischool.utexas.edu/~adillon/publications/beyond_usability.html

Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge: The MIT Press.

Phillips, B. (2015). Beyond Badges: Changing the Gamification Narrative. Retrieved from https://repository.arizona.edu/bitstream/handle/10150/556586/Beyond%20Badges%20-%20Final.pdf?sequence=1

Lee, J., y Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15 (2).

Tecnológico de Monterrey. (2016). EduTrends. Gamificación. México: Observatorio de Innovación Educativa.

Locart, E (2017). The OCR structure (Objectives, Challenges, Rewards). Supinfo: International University. Retrieved from https://www.supinfo.com/articles/single/4617

Gaitán, V. (2013). Educativa. Gamificación: el aprendizaje divertido. Retrieved from https://www.educativa.com/blog-articulos/gamificacion-el-aprendizajedivertido/

Lasso Cárdenas, E. P., Munévar García, P. A., Rivera Piraguata, J. A., & Sabogal Padilla, A. (2017). Estado del arte sobre la articulación de modelos enfoques y sistemas en educación virtual. Libros Universidad Nacional Abierta y a Distancia, 1-135. Retrieved from https://hemeroteca.unad.edu.co/index.php/book/article/view/1969

Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application (pp. 68- 107). Upper Saddle River, NJ:Pearson/Merrill/Prentice Hall.

Schwaber, K & Sutherland, J. (2017). The SCRUM guide. Retrieved from https://www.scrumguides.org/docs/scrumguide/v2017/2017-scrum-GuideUS.pdf#zoom=100

Munévar, P., Pedraza, C., Aranda, D., Mendez, Y., Buitrago, P., Buchelli,H., Gaona, P., & Montegro.,C. (2020). Diseño de un sistema gamificado de formación y acompañamiento docente en Ambientes Virtuales deAprendizaje. En R. Feltrero (Ed.) La enseñanza de las ciencias desde la pedagogía social: el paradigma educativo STEM como modelo para la educación integral de ingenieros y ciudadanos (pp.87-97). Retieved from https://gkacademics.com/es/book/la-ensenanza-de-las-ciencias/

license

How to Cite

Munévar, P. A. ., Pedraza , C. E. ., Aranda , D. F. ., Granados , J. R. ., Buitrago , P. A. ., Samper, L. F. ., Montenegro, C. E., & Gaona, P. A. . (2020). Pedagogical, didactic and technological characteristics for the design of gamified systems based on user experience in virtual education. Publicaciones E Investigación, 14(3). https://doi.org/10.22490/25394088.4507

Download Citation

Almétricas

Captures

Readers: 8

see details

Metrics

File downloads

541