<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422022000100050</article-id>
<article-id pub-id-type="doi">10.17163/alt.v17n1.2022.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de las estrategias de gamificación en las escuelas secundarias italianas]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of gamification strategies in Italian secondary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malvasi]]></surname>
<given-names><![CDATA[Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Recio-Moreno]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>50</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422022000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422022000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422022000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La gamificación se proyecta como un desafío para la innovación en los contextos educativos. En los últimos años se han desarrollado propuestas didácticas gamificadas para apoyar la adquisición de los contenidos curriculares de las asignaturas. Esta investigación pretende realizar un diagnóstico del nivel de aplicación de la gamificación como estrategia didáctica en el área de matemáticas, a partir de la per-cepción del profesorado y alumnado de las escuelas secundarias de Italia. Se opta por un estudio mul-ticaso, que combina técnicas cuantitativas y cualitativas, de alcance exploratorio-correlacional. Los datos se recogieron a través del cuestionario, cumplimentado por 4845 estudiantes, y de entrevistas en profundidad a 12 profesores. Se encontró que el alumnado apenas percibe el uso de juegos, analógi-cos o digitales, por parte del profesorado. El profesorado señala tener un conocimiento sobre juegos para facilitar el aprendizaje de los conceptos matemáticos. El alumnado no aprecia que se apliquen estrategias didácticas de gamificación conscientemente. El equipo docente afirma usar incentivos, pre-mios y recompensas. Al mismo tiempo, manifiestan tener un escaso conocimiento sobre la gamifica-ción y sus posibilidades. La gamificación resulta atractiva como planteamiento didáctico para la ense-ñanza de las matemáticas. En este sentido, es evidente la necesidad de ofrecer una formación sólida que siente las bases del juego, de la gamificación y las oportunidades que ofrece para el diseño de ex-periencias de aprendizaje y escenarios de juego.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Gamification is projected as a challenge for innovation in educational contexts. In recent years, ga-mified didactic proposals have been developed to support the acquisition of the curricular contents of the subjects. This research aims to make a diagnosis of the level of application of gamification as a didactic strategy in the area of mathematics, based on the perception of teachers and students of se-condary schools in Italy. A multi-case study is chosen, which combines quantitative and qualitative techniques, with an exploratory-correlational scope. The data was collected through the questionnai-re, completed by 4,845 students, and in-depth interviews with 12 teachers. It was found that the stu-dents hardly perceived the use of games, analogue or digital, by the teaching staff. The teachers indi-cate that they have knowledge of games to facilitate the learning of mathematical concepts. Students do not perceive that gamification didactic strategies are applied consciously. The teaching team claims to use incentives, prizes, and rewards. At the same time, they claim to have little knowledge about gamification and its possibilities. Gamification is attractive as a didactic approach to teaching mathematics. In this sense, the need to offer solid training that establishes the foundations of the ga-me, gamification and the opportunities it offers for the design of learning experiences and game sce-narios is highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[proceso de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[método de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[teaching math]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[learning processes]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
</kwd-group>
</article-meta>
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