Adaptación virtual en docencia gamificada:efectos de la COVID-19
- Miguel Ángel Rodríguez-García
- Lucía Serrano Luján
- Dolores Cuadra
ISSN: 1699-4574
Année de publication: 2024
Número: 39
Pages: 1-9
Type: Article
D'autres publications dans: IE Comunicaciones: Revista Iberoamericana de Informática Educativa
Résumé
During the home confinement imposed by authorities due to COVID-19 in March of 2020, the adaptation was mandatory from face-to-face teaching to the virtual modality in the university centers during the four months they happened. This article presents how the methodology teaching strategy that uses gamification techniques, applied for two consecutive courses in one of the subjects of third-degree university studies, fits perfectly in mind to both modalities (in-person and virtual). The class dynamics, based on serious games, we- re adapted instantly to virtual mode despite not having been previously designed for that environment. Two questionnaires were designed, one before confinement and another at the end of the course, to study the im- pact of teaching adaptation on students and their level of stress caused by the new context. Its analysis shows that the gamified teaching methodology transferred to the virtual modality achieves the same level of involvement and motivation as its teaching in the face-to-face modality. Likewise, the questionnaire analysis reflected the students’ emotions who felt close to the teacher and motivated despite the change in class dynamics. However, there was a feeling of distance between colleagues, and their stress levels increased considerably.
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