Gamifying History Teaching: Student Perceptions

Gamifying History Teaching: Student Perceptions

Students often have a negative perception of history due to the traditional methodology employed in most classrooms. The objective of this quasi-experimental research was to establish whether elementary students’ perceptions of history improved after a gamified project was introduced into the classr...

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Autors principals: Martínez-Hita, María, Miralles-Martínez, Pedro, Gómez Carrasco, Cosme Jesús
Format: Online
Idioma:spa
Publicat: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2024
Accés en línia:https://redie.uabc.mx/redie/article/view/4616
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spelling redie-article-46162024-06-26T19:20:33Z Gamifying History Teaching: Student Perceptions Gamificar la enseñanza de la historia: percepciones del alumnado Gamificação do ensino de história: percepções dos estudantes Martínez-Hita, María Miralles-Martínez, Pedro Gómez Carrasco, Cosme Jesús innovación pedagógica enseñanza primaria enseñanza de la historia percepción interés (aprendizaje) teaching method innovations primary education history education perception interest (learning) inovação pedagógica ensino primário ensino de história percepção interesse (aprendizagem) Students often have a negative perception of history due to the traditional methodology employed in most classrooms. The objective of this quasi-experimental research was to establish whether elementary students’ perceptions of history improved after a gamified project was introduced into the classroom, compared to a control group that followed a traditional methodology. Students completed a questionnaire on a Likert scale before and after the classroom intervention. The results showed significant differences between the groups (posttest) and within the experimental group (pretest-posttest). This initial exploration of this issue hopes to arouse interest for new research able to overcome the limitations of this study, such as the sample size. El alumnado suele tener una percepción negativa de la historia debido a la metodología tradicional empleada en la mayoría de las aulas. El objetivo de esta investigación cuasiexperimental fue comprobar si las percepciones sobre la historia del alumnado de educación primaria mejoraban tras la implementación de un proyecto gamificado en el aula, comparándolo con un grupo control que siguió una metodología tradicional. Para ello, los discentes completaron una escala de valoración tipo Likert antes y después de la intervención en el aula. Los resultados mostraron diferencias significativas en la comparación intergrupal (postest) e intragrupal del grupo experimental (pretest-postest). Esta primera aproximación al tema  busca despertar el interés para nuevas investigaciones que superen una de las limitaciones de este estudio, como lo es el tamaño de la muestra.   Os estudantes costumam ter uma percepção negativa da história devido à metodologia tradicional utilizada na maioria das salas de aula. O objetivo desta pesquisa quase experimental foi verificar se as percepções sobre a história dos alunos do Ensino Primário melhoravam após a implementação de um projeto gamificado em sala de aula, comparando-o com um grupo controle que seguiu uma metodologia tradicional. Para isso, os discentes completaram uma escala de avaliação tipo Likert antes e depois da intervenção em sala de aula. Os resultados mostraram diferenças significativas na comparação intergrupal (pós-teste) e intragrupal do grupo experimental (pré-teste-pós-teste). Esta pesquisa é uma primeira aproximação a esta questão, mas espera despertar o interesse para a realização de futuras pesquisas que permitam superar as limitações próprias deste estudo, como é o tamanho da amostra. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2024-04-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4616 10.24320/redie.2024.26.e03.4616 Revista Electrónica de Investigación Educativa; Vol. 26 (2024); 1-18 Revista Electrónica de Investigación Educativa; Vol. 26 (2024); 1-18 1607-4041 spa https://redie.uabc.mx/redie/article/view/4616/2507 https://redie.uabc.mx/redie/article/view/4616/2508 https://redie.uabc.mx/redie/article/view/4616/2510 https://redie.uabc.mx/redie/article/view/4616/2511 https://redie.uabc.mx/redie/article/view/4616/2509 Derechos de autor 2024 María Martínez-Hita, Pedro Miralles-Martínez, Cosme Jesús Gómez Carrasco https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Martínez-Hita, María
Miralles-Martínez, Pedro
Gómez Carrasco, Cosme Jesús
spellingShingle Martínez-Hita, María
Miralles-Martínez, Pedro
Gómez Carrasco, Cosme Jesús
Gamifying History Teaching: Student Perceptions
author_facet Martínez-Hita, María
Miralles-Martínez, Pedro
Gómez Carrasco, Cosme Jesús
author_sort Martínez-Hita, María
title Gamifying History Teaching: Student Perceptions
title_short Gamifying History Teaching: Student Perceptions
title_full Gamifying History Teaching: Student Perceptions
title_fullStr Gamifying History Teaching: Student Perceptions
title_full_unstemmed Gamifying History Teaching: Student Perceptions
title_sort gamifying history teaching: student perceptions
description Students often have a negative perception of history due to the traditional methodology employed in most classrooms. The objective of this quasi-experimental research was to establish whether elementary students’ perceptions of history improved after a gamified project was introduced into the classroom, compared to a control group that followed a traditional methodology. Students completed a questionnaire on a Likert scale before and after the classroom intervention. The results showed significant differences between the groups (posttest) and within the experimental group (pretest-posttest). This initial exploration of this issue hopes to arouse interest for new research able to overcome the limitations of this study, such as the sample size.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2024
url https://redie.uabc.mx/redie/article/view/4616
_version_ 1808123076863328256

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