Gamification strategies as formative assessment methods. A systematic review
Resumen:
This article aims to deepen the analysis of gamification strategies as an appropriate method to offer feedback in the form of formative assessment for elementary school students (K-12). Although gamification strategies have been crucial in the last decade, studies do not discriminate between game elements, such as leaderboards, levels, rankings, etc. For this reason, this study focuses specifically on one of them: awarding badges to learn more about effects. Beyond its potential, incorporating these practices also supposes a significant challenge: the need for evaluation that formal education systems demand. Based on these topics, a systematic review of the literature covering the period of 2011 to 2020 is proposed, specifically delving into the link between gamification strategies in formal education environments and the implementation of formative assessment techniques through gamification by badges.
| 2023 | |
| Universidad Federal de Rio Grande do Sul, Universidad de la República, ANII, Fundación Ceibal | |
|
Gamification Badges Formative assessment Motivation Ciencias Sociales Ciencias de la Educación Aprendizaje Innovación educativa |
|
| Inglés | |
| Fundación Ceibal | |
| Ceibal en REDI | |
|
https://hdl.handle.net/20.500.12381/3427
https://doi.org/10.5753/sbie.2023.235052 |
|
| Acceso abierto | |
| Reconocimiento-CompartirIgual 4.0 Internacional. (CC BY-SA) |
| _version_ | 1808165426635472896 |
|---|---|
| author | Larrosa, Manuel; Wives, Leandro; Rodés, Virginia Rodés |
| author_facet | Larrosa, Manuel; Wives, Leandro; Rodés, Virginia Rodés |
| author_role | author |
| bitstream.checksum.fl_str_mv | 74c80cb3911e028fefed9f697e97ff7e d518822d35f4b04ddc19fae91af36da2 |
| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 |
| bitstream.url.fl_str_mv | https://redi.anii.org.uy/jspui/bitstream/20.500.12381/3427/2/license.txt https://redi.anii.org.uy/jspui/bitstream/20.500.12381/3427/1/GSAFAM%20-%20publicacio%cc%81n%20CBIE.pdf |
| collection | Ceibal en REDI |
| dc.creator.none.fl_str_mv | Larrosa, Manuel; Wives, Leandro; Rodés, Virginia Rodés |
| dc.date.accessioned.none.fl_str_mv | 2024-02-22T14:31:27Z |
| dc.date.available.none.fl_str_mv | 2024-02-22T14:31:27Z |
| dc.date.issued.none.fl_str_mv | 2023-12-11 |
| dc.description.abstract.none.fl_txt_mv | This article aims to deepen the analysis of gamification strategies as an appropriate method to offer feedback in the form of formative assessment for elementary school students (K-12). Although gamification strategies have been crucial in the last decade, studies do not discriminate between game elements, such as leaderboards, levels, rankings, etc. For this reason, this study focuses specifically on one of them: awarding badges to learn more about effects. Beyond its potential, incorporating these practices also supposes a significant challenge: the need for evaluation that formal education systems demand. Based on these topics, a systematic review of the literature covering the period of 2011 to 2020 is proposed, specifically delving into the link between gamification strategies in formal education environments and the implementation of formative assessment techniques through gamification by badges. |
| dc.description.sponsorship.none.fl_txt_mv | Universidad Federal de Rio Grande do Sul, Universidad de la República, ANII, Fundación Ceibal |
| dc.description.tableofcontents.es.fl_txt_mv | 1. Introduction 2. Systematic study procedure 3. Objective and research questions 4. Selection criteria 5. Search engines and keywords 6. Results 7. Discussion 8. Conclusions |
| dc.format.extent.es.fl_str_mv | 12 p. |
| dc.identifier.anii.es.fl_str_mv | FSED_2_2021_1_170206 |
| dc.identifier.doi.none.fl_str_mv | https://doi.org/10.5753/sbie.2023.235052 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/20.500.12381/3427 |
| dc.language.iso.none.fl_str_mv | eng |
| dc.publisher.es.fl_str_mv | XII Congresso Brasileiro de Informática na Educação (CBIE 2023) |
| dc.rights.*.fl_str_mv | Acceso abierto |
| dc.rights.license.none.fl_str_mv | Reconocimiento-CompartirIgual 4.0 Internacional. (CC BY-SA) |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Ceibal en REDI instname:Fundación Ceibal instacron:Fundación Ceibal |
| dc.subject.anii.none.fl_str_mv | Ciencias Sociales Ciencias de la Educación |
| dc.subject.ceibal.es.fl_str_mv | Aprendizaje Innovación educativa |
| dc.subject.es.fl_str_mv | Gamification |
| dc.subject.none.fl_str_mv | Badges Formative assessment Motivation |
| dc.title.none.fl_str_mv | Gamification strategies as formative assessment methods. A systematic review |
| dc.type.es.fl_str_mv | Documento de conferencia |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/conferenceObject |
| dc.type.version.es.fl_str_mv | Publicado |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This article aims to deepen the analysis of gamification strategies as an appropriate method to offer feedback in the form of formative assessment for elementary school students (K-12). Although gamification strategies have been crucial in the last decade, studies do not discriminate between game elements, such as leaderboards, levels, rankings, etc. For this reason, this study focuses specifically on one of them: awarding badges to learn more about effects. Beyond its potential, incorporating these practices also supposes a significant challenge: the need for evaluation that formal education systems demand. Based on these topics, a systematic review of the literature covering the period of 2011 to 2020 is proposed, specifically delving into the link between gamification strategies in formal education environments and the implementation of formative assessment techniques through gamification by badges. |
| eu_rights_str_mv | openAccess |
| format | conferenceObject |
| id | CEIBAL_323d2b2c7f8cbed518aecb39355488b2 |
| identifier_str_mv | FSED_2_2021_1_170206 |
| instacron_str | Fundación Ceibal |
| institution | Fundación Ceibal |
| instname_str | Fundación Ceibal |
| language | eng |
| network_acronym_str | CEIBAL |
| network_name_str | Ceibal en REDI |
| oai_identifier_str | oai:redi.anii.org.uy:20.500.12381/3427 |
| publishDate | 2023 |
| reponame_str | Ceibal en REDI |
| repository.mail.fl_str_mv | mamunoz@fundacionceibal.edu.uy |
| repository.name.fl_str_mv | Ceibal en REDI - Fundación Ceibal |
| repository_id_str | 9421_1 |
| rights_invalid_str_mv | Reconocimiento-CompartirIgual 4.0 Internacional. (CC BY-SA) Acceso abierto |
| spelling | Reconocimiento-CompartirIgual 4.0 Internacional. (CC BY-SA)Acceso abiertoinfo:eu-repo/semantics/openAccess2024-02-22T14:31:27Z2024-02-22T14:31:27Z2023-12-11https://hdl.handle.net/20.500.12381/3427FSED_2_2021_1_170206https://doi.org/10.5753/sbie.2023.235052This article aims to deepen the analysis of gamification strategies as an appropriate method to offer feedback in the form of formative assessment for elementary school students (K-12). Although gamification strategies have been crucial in the last decade, studies do not discriminate between game elements, such as leaderboards, levels, rankings, etc. For this reason, this study focuses specifically on one of them: awarding badges to learn more about effects. Beyond its potential, incorporating these practices also supposes a significant challenge: the need for evaluation that formal education systems demand. Based on these topics, a systematic review of the literature covering the period of 2011 to 2020 is proposed, specifically delving into the link between gamification strategies in formal education environments and the implementation of formative assessment techniques through gamification by badges.Universidad Federal de Rio Grande do Sul, Universidad de la República, ANII, Fundación Ceibal1. Introduction 2. Systematic study procedure 3. Objective and research questions 4. Selection criteria 5. Search engines and keywords 6. Results 7. Discussion 8. Conclusions12 p.engXII Congresso Brasileiro de Informática na Educação (CBIE 2023)GamificationBadgesFormative assessmentMotivationCiencias SocialesCiencias de la EducaciónAprendizajeInnovación educativaGamification strategies as formative assessment methods. A systematic reviewDocumento de conferenciaPublicadoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectInnovación en la enseñanza y el aprendizajePropuestas de dinámicas de aprendizaje con abordajes innovadores en la relación docente, estudiantes y recursos digitalesreponame:Ceibal en REDIinstname:Fundación Ceibalinstacron:Fundación CeibalLarrosa, Manuel; Wives, Leandro; Rodés, Virginia RodésLICENSElicense.txtlicense.txttext/plain; charset=utf-85168https://redi.anii.org.uy/jspui/bitstream/20.500.12381/3427/2/license.txt74c80cb3911e028fefed9f697e97ff7eMD52ORIGINALGSAFAM - publicación CBIE.pdfGSAFAM - publicación CBIE.pdfGSAFAM - publicación CBIEapplication/pdf525441https://redi.anii.org.uy/jspui/bitstream/20.500.12381/3427/1/GSAFAM%20-%20publicacio%cc%81n%20CBIE.pdfd518822d35f4b04ddc19fae91af36da2MD5120.500.12381/34272024-04-15 09:37:55.357oai:redi.anii.org.uy:20.500.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Gobiernohttps://fundacionceibal.edu.uy/https://redi.anii.org.uy/oai/requestmamunoz@fundacionceibal.edu.uyUruguayopendoar:9421_12024-04-15T12:37:55Ceibal en REDI - Fundación Ceibalfalse |
| spellingShingle | Gamification strategies as formative assessment methods. A systematic review Larrosa, Manuel; Wives, Leandro; Rodés, Virginia Rodés Gamification Badges Formative assessment Motivation Ciencias Sociales Ciencias de la Educación Aprendizaje Innovación educativa |
| status_str | publishedVersion |
| title | Gamification strategies as formative assessment methods. A systematic review |
| title_full | Gamification strategies as formative assessment methods. A systematic review |
| title_fullStr | Gamification strategies as formative assessment methods. A systematic review |
| title_full_unstemmed | Gamification strategies as formative assessment methods. A systematic review |
| title_short | Gamification strategies as formative assessment methods. A systematic review |
| title_sort | Gamification strategies as formative assessment methods. A systematic review |
| topic | Gamification Badges Formative assessment Motivation Ciencias Sociales Ciencias de la Educación Aprendizaje Innovación educativa |
| url | https://hdl.handle.net/20.500.12381/3427 https://doi.org/10.5753/sbie.2023.235052 |
