| Abstrakt: |
Considering the innovative learning approach of incorporating gamification educational dynamics, this study focused on analyzing differences in the effects of using Quizizz depending on the degree of practical focus that different university degrees have. By applying game elements in non-game contexts, gamification has been recognized as a strategy that can increase student motivation and engagement. After applying the four-month innovation experience in three degree programs (Engineering, Business Administration, and Education), the perceptions of the 179 participating students were evaluated regarding intrinsic motivation, self-efficacy in learning, satisfaction with the use of applications to gamify learning and academic performance. Furthermore, possible differences in these dimensions were explored depending on the degree of practical orientation that each university degree has. The results suggest that students in the educational area express more favorable perceptions about the improvement of their learning with this gamification experience, while Business Administration students are those who express the worst perceptions. The implications of these results are discussed considering the influence that variables such as the active and participatory role of students, the usefulness of the content in the professional future, or the conceptual and theoretical nature of each university degree can exert. [ABSTRACT FROM AUTHOR] |
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