摘要：Teachers face many challenges that require constant updating, training and information and where information and communications technology (ICT) plays a key role. In virtual learning environments, knowledge and the appropriate use of ICT are very important to ensure effective teaching-learning processes. One of the emerging methodologies in this regard is the use of gamification in education. Gamification motivates students’ when they are faced with complex problems contextualized in a professional setting and provides them training in the skills required for entry into the world of work. The objective of this article is to measure factors that influence a gamified experience. To this end, a quantitative study with an ex post-facto descriptive analysis was carried out. The study population comprised 238 participants: 50 teachers and 188 students from different degree programs at universities in Andalusia, Spain. The results revealed high levels of activation and creative thinking, indicating that both students and teachers achieve high levels of motivation, activation and creativity after gamified experiences.↓Los docentes se enfrentan a retos que necesitan de constante actualización, formación e información, y las tecnologías de la información y la comunicación (TIC) son elementos clave en ese asunto. En los entornos académicos virtuales es muy importante el conocimiento y el buen manejo de las TIC para que los procesos de enseñanza-aprendizaje sean eficaces. Una de las metodologías emergentes actuales es el uso de la gamificación en educación, que fomenta la motivación de los estudiantes cuando se enfrentan a problemas complejos contextualizados en la realidad profesional, a la vez que promueve una formación en competencias necesarias para su incorporación al mundo laboral. El objetivo de este estudio es medir qué factores han influido en el desarrollo de una experiencia gamificada. Para ello se ha hecho una investigación de corte cuantitativo, con un análisis descriptivo ex post facto a una población de 238 participantes distribuidos en 50 docentes y 188 estudiantes de distintas titulaciones de grado de universidades andaluzas. Entre los principales resultados se destacan los altos niveles de activación y de pensamiento creativo. La conclusión es que tanto estudiantes como docentes presentan grados elevados de motivación, de activación y de creatividad tras experiencias gamificadas.
其他摘要：Teachers face many challenges that require constant updating, training and information and where information and communications technology (ICT) plays a key role. In virtual learning environments, knowledge and the appropriate use of ICT are very important to ensure effective teaching-learning processes. One of the emerging methodologies in this regard is the use of gamification in education. Gamification motivates students’ when they are faced with complex problems contextualized in a professional setting and provides them training in the skills required for entry into the world of work. The objective of this article is to measure factors that influence a gamified experience. To this end, a quantitative study with an ex post-facto descriptive analysis was carried out. The study population comprised 238 participants: 50 teachers and 188 students from different degree programs at universities in Andalusia, Spain. The results revealed high levels of activation and creative thinking, indicating that both students and teachers achieve high levels of motivation, activation and creativity after gamified experiences.
关键词：aprendizaje activo; innovación; metodologías activas; motivación; gamificación; educación superior
