Gamification and ubiquitous learning in higher education: applying learning styles
Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning pr...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad de Guadalajara
2023-09-01
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| Series: | Apertura |
| Subjects: | |
| Online Access: | http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/2408 |
| _version_ | 1827786377716039680 |
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| author | Edith Olivo García Reyna Moreno Beltrán Raquel Mondragón Huerta |
| author_facet | Edith Olivo García Reyna Moreno Beltrán Raquel Mondragón Huerta |
| author_sort | Edith Olivo García |
| collection | DOAJ |
| description | Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students’ academic performance and motivation in the learning process. |
| first_indexed | 2024-03-11T16:33:35Z |
| format | Article |
| id | doaj.art-d4b99ddcfed3469ebe6c21de8d5a4bb2 |
| institution | Directory Open Access Journal |
| issn | 2007-1094 |
| language | English |
| last_indexed | 2024-03-11T16:33:35Z |
| publishDate | 2023-09-01 |
| publisher | Universidad de Guadalajara |
| record_format | Article |
| series | Apertura |
| spelling | doaj.art-d4b99ddcfed3469ebe6c21de8d5a4bb22023-10-23T22:50:37ZengUniversidad de GuadalajaraApertura2007-10942023-09-011522035http://doi.org/10.32870/Ap.v15n2.2408Gamification and ubiquitous learning in higher education: applying learning stylesEdith Olivo García0https://orcid.org/0000-0001-7351-4246Reyna Moreno Beltrán1https://orcid.org/0000-0002-5307-0921Raquel Mondragón Huerta2https://orcid.org/0000-0003-1625-2627Universidad Autónoma de QuerétaroUniversidad Autónoma de QuerétaroUniversidad Autónoma de QuerétaroEducation has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students’ academic performance and motivation in the learning process.http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/2408distance educationhigher educationteam teachingteaching methodlearning method |
| spellingShingle | Edith Olivo García Reyna Moreno Beltrán Raquel Mondragón Huerta Gamification and ubiquitous learning in higher education: applying learning styles Apertura distance education higher education team teaching teaching method learning method |
| title | Gamification and ubiquitous learning in higher education: applying learning styles |
| title_full | Gamification and ubiquitous learning in higher education: applying learning styles |
| title_fullStr | Gamification and ubiquitous learning in higher education: applying learning styles |
| title_full_unstemmed | Gamification and ubiquitous learning in higher education: applying learning styles |
| title_short | Gamification and ubiquitous learning in higher education: applying learning styles |
| title_sort | gamification and ubiquitous learning in higher education applying learning styles |
| topic | distance education higher education team teaching teaching method learning method |
| url | http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/2408 |
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