Resumen

MARTIN-PARRAGA, Lorena; PALACIOS-RODRIGUEZ, Antonio  y  GALLEGO-PEREZ, Óscar Manuel. Do we play or gamify? Evaluation of gamification training experience to improve the digital competence of university teaching staff. Alteridad [online]. 2022, vol.17, n.1, pp.36-49. ISSN 1390-8642.  https://doi.org/10.17163/alt.v17n1.2022.03.

Over the last few decades, studies have been carried out in the field of education that endorse the benefits that gamification offers both for teachers and students. The university is working along these lines, with the aim of developing optimal skills that benefit students, both personally and professionally. Consequently, this training designed and selected for teachers is essential to achieve a successful gamified experience. The main purpose of this research is to present a training experience carried out in a university in Latin America and to verify the perception of this methodological strategy by this educational institution. In other words, the aim is to demonstrate whether gamification is perceived as useful by university teaching staff. To this end, two designs were used: descriptive and validation by means of structural equations (PLS), in order to evaluate the degree of acceptance of gamification as an active methodology based on the Technology Acceptance Model (TAM). The results show that the proposal is suitable for university teaching. All the participants, 114, perceived this strategy as adequate, detailing the dimensions related to the ease of use in the classroom, its integration, the transformation of interest in learning, and the ability to show a positive attitude in its use. At the same time, the level of acceptance regarding the validation of the TAM is high. Finally, the assessment of the replicability of the model in future and similar research, or through so-called emerging technologies, is detailed.

Palabras clave : Gamification; Higher education; digital competence; teacher training; active methodologies; validation.

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