Perception of gamification strategies in Italian secondary school
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Abstract
Gamification is projected as a challenge for innovation in educational contexts. In recent years, gamified didactic proposals have been developed to support the acquisition of the curricular contents of the subjects. This research aims to make a diagnosis of the level of application of gamification as a didactic strategy in the area of mathematics, based on the perception of teachers and students of secondary schools in Italy. A multicase study is chosen, which combines quantitative and qualitative techniques, with an exploratory-correlational scope. The data was collected through the questionnaire, completed by 4,845 students, and indepth interviews with 12 teachers. It was found that the stu-dents hardly perceived the use of games, analogue or digital, by the teaching staff. The teachers indicate that they have knowledge of games to facilitate the learning of mathematical concepts. Students do not perceive that gamification didactic strategies are applied consciously. The teaching team claims to use incentives, prizes, and rewards. At the same time, they claim to have little knowledge about gamification and its possibilities. Gamification is attractive as a didactic approach to teaching mathematics. In this sense, the need to offer solid training that establishes the foundations of the game, gamification and the opportunities it offers for the design of learning experiences and game scenarios is highlighted.
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