Gamificación Educativa: Conocimientos, Actitudes y Prácticas de los Docentes de la Unidad Educativa Tarqui

Cinthya Roxana Rodríguez-Espinoza; Carlos Vinicio López-Rodríguez

doi:10.70171/phvazj30

Authors

Cinthya Roxana Rodríguez-Espinoza Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0009-0001-6014-7560
Carlos Vinicio López-Rodríguez Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0000-0003-3434-3768

DOI:

https://doi.org/10.70171/phvazj30

Keywords:

digital competence, game elements, KAP surveys, gamification

Abstract

Justification: Despite the growing interest in gamification as an innovative teaching methodology, there is still limited evidence regarding what teachers know, believe, and do concerning this approach. Objective: To analyze the knowledge, attitudes, and practices related to educational gamification among teachers at Unidad Educativa Tarqui. Methodology: A quantitative approach was employed with a descriptive, comparative-correlational scope and a cross-sectional non-experimental design. The participants were 35 teachers who completed a Knowledge, Attitudes, and Practices (KAP) questionnaire. Results: Teachers demonstrated a high level of knowledge about educational gamification (62.9%), although difficulties were identified in instructional design and in understanding the function of game elements. A moderately favorable attitude predominated (57.1%), reflected in the recognition of its usefulness and willingness to adopt it, while challenges related to its implementation were also perceived. Regarding practices, the frequency of application was moderate (45.7%), with greater emphasis on implementation, monitoring, and feedback than on planning and design. Teachers who had received training reported a higher frequency of gamification practices than those without training (p = 0.007). In addition, positive associations were found among knowledge, attitudes, and practices (ρ = 0.387–0.452; p < 0.05). Conclusion: The integration of gamification into classroom practice depends on the development of teachers' knowledge, attitudes, and practical experience, with training contributing to strengthen the transfer of knowledge into practice..

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