Gamificación-educación: el poder del datoEl profesorado en las redes sociales

  1. Carlos Barroso Moreno 1
  2. Mª Rosario Mendoza Carretero 1
  3. Belén Sáenz-Rico de Santiago 1
  4. Laura Rayón Rumayor 1
  1. 1 Universidad Complutense de Madrid (España)
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Ano de publicación: 2024

Título do exemplar: Tendencias en la Educación Digital

Volume: 27

Número: 1

Páxinas: 373-396

Tipo: Artigo

DOI: 10.5944/RIED.27.1.37648 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: RIED: revista iberoamericana de educación a distancia

Resumo

Social networks are spaces for teachers to exchange content on new methodological approaches to gamification, raising questions about the integration of gamification in current and future digital trends. The present research aims to determine the behaviour of posts with gamification content on the social networks Twitter, Instagram and TikTok. Web scraping techniques for Instagram and TikTok, together with the Twitter API, collect 189,414 posts with the keywords gamification and education in Spanish and English during the year 2022. These large volumes of data are made available to stakeholders through Microsoft Power Business Intelligence. Using deliberative sampling, an in-depth analysis of the 100 most viral posts on each social network was conducted to respond to the research objective. The results highlight the presence of teachers on social networks, predominantly on Instagram for the Primary Education stage, and the influence of gender on the posts. The male gender has a greater number of followers and posts, but the female gender has followers with a greater number of likes. Commercial interests in the gamification theme are accentuated in digital trends, although they are lower in comparison to sharing non-profit resources. It is concluded that teaching staff who use social networks become emerging agents in the design of materials and, therefore, mediators between the curriculum and practice

Referencias bibliográficas

  • Almeida, F., & Simoes, J. (2019). The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm. Contemporary Educational Technology, 10(2), 120-136. https://doi.org/10.30935/cet.554469
  • Almeida, C., Kalinowski, M., Uchôa, A., & Feijó, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, 107142. https://doi.org/10.1016/j.infsof.2022.107142
  • Barroso-Moreno, C., Rayon-Rumayor, L., & Bautista García-Vera, A. (2023). Big Data and Business Intelligence on Twitter and Instagram for digital inclusion. Comunicar, 74, 49-60. https://doi.org/10.3916/C74-2023-04
  • Bourkoukou, O., & El-Bachari, E. (2022). A big data-oriented recommendation method in E-Learning environment. International Journal of Emerging Technologies in Learning, 17(10). https://doi.org/10.3991/ijet.v17i10.27861
  • Buckley, P., & Doyle E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
  • Calvera-Isabal, M., Santos, P., Hoppe, H., & Schulten, C. (2023). How to automate the extraction and analysis of information for educational purposes. Comunicar, 74, 23-35. https://doi.org/10.3916/C74-2023-02
  • Deng, X., & Yu, Z. (2023). An extended hedonic motivation adoption model of TikTok in higher education. Education and Infoormation Technologies. https://doi.org/10.1007/s10639-023-11749-x
  • Ezquerra, A., Agen, F., Rodríguez-Arteche, I., & Ezquerra-Romano, I. (2022). Integrating artificial intelligence into research on emotions and behaviors in science education. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2099. https://doi.org/10.29333/ejmste/11927
  • García-Carretero, R., Vigil-Medina, L., Barquero-Perez, O., Mora-Jimenez, I., Soguero-Ruiz, C., & Ramos-Lopez, J. (2021). Machine learning approaches to constructing predictive models of vitamin D deficiency in a hypertensive population: a comparative study. Informatics for Health and Social Care, 46(4), 355-369. https://doi.org/10.1080/17538157.2021.1896524
  • González-Serrano, L., Talón-Ballestero, P., Muñoz-Romero, S., Soguero-Ruiz, C., & Rojo-Álvarez, J. L. (2021). A big data approach to customer relationship management strategy in hospitality using multiple correspondence domain description. Applied Sciences, 11(1), 256. https://doi.org/10.3390/app11010256
  • Gorman, K., Hirt, A., Noderer, D., Pearson, M., Rowland-Jones, J., Ryan, D., Sirpal, A., & Woody, B. (2020). Introducing Microsoft SQL Server 2019: Reliability, scalability, and security both on premises and in the cloud. Packt Publishing Ltd.
  • Hristova, D., & Lieberoth, A. (2021). How socially sustainable is social media gamification? A look into Snapchat, Facebook, Twitter and Instagram. In A. Spanellis & J. T. Harviainen (Eds.), Transforming Society and Organizations through Gamification (pp. 225-245). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-68207-1_12
  • Hu, H., Zhang, G., Gao, W., & Wang, M. (2020). Big data analytics for MOOC video watching behavior based on Spark. Neural Computing and Applications, 32, 6481-6489. https://doi.org/10.1007/s00521-018-03983-z
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2018). What is gamification in learning and education? En S. Kim, K. Song, B. Lockee y J. Burton (Coords.), Gamification in learning and education. Advances in Game-Based Learning (pp. 25-38). Springer. https://doi.org/10.1007/978-3-319-47283-6_4
  • Klašnja, A., Ivanović, M., & Budimac, Z. (2017). Data science in education: Big data and learning analytics. Computer Applications in Engineering Education, 25, 1066-1078. https://doi.org/10.1002/cae.21844
  • Knight, D., Knight, B., Pearson, M., Quintana, M., & Powell, B. (2018). Microsoft Power BI Complete Reference: Bring your data to life with the powerful features of Microsoft Power BI. Packt Publishing Ltd.
  • Ladislav, O., Pavel, M., Pitrová, J., Bouda, P., Gresham, G., Balcarová, T., & Rojík, S. (2019). Education and Business as a key topics at the Instagram posts in the area of Gamification. Journal on Efficiency and Responsibility in Education and Science, 12(1), 26-33. https://doi.org/10.7160/eriesj.2019.120103
  • Lozano-Blasco, R., Mira-Aladrén, M., & Gil-Lamata, M. (2023). Social media influence on young people and children: Analysis on Instagram, Twitter and YouTube. Comunicar, 74, 125-137. https://doi.org/10.3916/C74-2023-10
  • Mahmud, S., Husnin, H., & Tuan Soh, T. (2020). Teaching presence in online gamified education for sustainability learning. Sustainability, 12, 3801. https://doi.org/10.3390/su12093801
  • Marín, D., Cuevas, N., & Gabarda, V. (2021). Competencia digital ciudadana: análisis de tendencias en el ámbito educativo. RIED-Revista Iberoamericana De Educación a Distancia, 24(2), 329-349. https://doi.org/10.5944/ried.24.2.30006
  • Nespor, J. (2019). Cyber schooling and the accumulation of school time. Pedagogy, Culture & Society, 27(3), 325-341. https://doi.org/10.1080/14681366.2018.1489888
  • Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information, Communication & Society, 17(5), 594-608. https://doi.org/10.1080/1369118X.2013.808365
  • Rodríguez-Ibáñez, M., Gimeno-Blanes, F. J., Cuenca-Jiménez, P. M., Soguero-Ruiz, C., & Rojo-Álvarez, J. L. (2021). Sentiment analysis of political tweets from the 2019 Spanish elections. IEEE Access, 9, 101847-101862. https://doi.org/10.1109/ACCESS.2021.3097492
  • Roig-Vila, R., & Álvarez Herrero, J. F. (2019). Repercusión en Twitter de las metodologías activas ABP, Flipped Classroom y Gamificación. RIED-Revista Iberoamericana de Educación a Distancia, 22(2), pp. 79-96. https://doi.org/10.5944/ried.22.2.23272
  • Sailer, M., & Homner, L. (2020). The gamification of learning: a meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/s10648-019-09498-w
  • Salas-Rueda, R. A. (2021). Students’ perceptions of the use of the flipped classroom during the educational process of linear functions. Culture and Education, 33(3), 431-454. https://doi.org/10.1080/11356405.2021.1949109
  • Samad, S., Nilashi, M., & Ibrahim, O. (2019). The impact of social networking sites on students’ social wellbeing and academic performance. Education and Information Technologies, 24, 2081-2094. https://doi.org/10.1007/s10639-019-09867-6
  • Sánchez-Rivas, E., Ruiz-Palmero, J., & Sánchez-Rodríguez, J. (2019). Gamification of assessments in the natural sciences subject of primary education. Educational Sciences: Theory & Practice, 19(1), 95-111. https://doi.org/10.12738/estp.2019.1.0296
  • Terlutter, R., & Capella, M. (2013). The gamification of advertising: Analysis and research directions of in-game advertising, advergames, and advertising in social network games. Journal of Advertising, 42(2-3), 95-112. https://doi.org/10.1080/00913367.2013.774610
  • Toda, A. M., Valle, P. H., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In A. I. Cristea, I. I. Bittencourt, & F. Lima (Eds.), Communications in Computer and Information Science (pp. 143-156). Springer. https://doi.org/10.1007/978-3-319-97934-2_9
  • Uz-Bilgin, C., & Gul, A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends 64, 124–136. https://doi.org/10.1007/s11528-019-00442-x
  • Wai-yee, M. (2021). Fostering musical creativity of students with intellectual disabilities: Strategies, gamification and re-framing creativity. Music Education Research, 23(1), 1-13. https://doi.org/10.1080/14613808.2020.1862777
  • Zamora, R., Gómez-García, S., & Martínez-Martínez, H. (2021). Los memes políticos como recurso per- suasivo online. Análisis de su impacto durante los debates electorales de 2019 en España. Opinión pública, 27, 681-704. https://doi.org/10.1590/1807-01912021272681
  • Zimmer, J. C. (2022). Problematic social network use: Its antecedents and impact upon classroom performance. Computers & Education, 177, 104368. https://doi.org/10.1016/j.compedu.2021.104368
Fonte de datos: Dialnet