Utilização da gamificação no e-learning: auditoria Octalysis da plataforma edtech Platzi
DOI:
https://doi.org/10.26439/comunica360.2024.n2.7175Palavras-chave:
gamificação, educação em linha, plataformas digitais, motivação, quadro OctalysisResumo
Com o crescente interesse pelos modelos de ensino em linha, a motivação dos alunos na experiência de aprendizagem tornou-se um aspeto fundamental. Neste cenário, a gamificação está a ganhar popularidade para incentivar o envolvimento em plataformas educativas digitais. Este artigo analisa a utilização da gamificação na plataforma edtech Platzi através de uma auditoria Octalysis. Em primeiro lugar, foram identificadas as mecânicas de jogo durante a conclusão de um curso e, em seguida, as motivações percebidas foram avaliadas através de um inquérito a 65 estudantes do Platzi. Os resultados indicam um equilíbrio ótimo entre a motivação intrínseca e extrínseca na plataforma, com oportunidades de melhoria no aspeto social. O valor da Octalysis como ferramenta de avaliação para o ensino formal também é discutido.
Downloads
Referências
Alfabetización Digital. (2021, 13 de abril). Aprendizaje virtual seguirá creciendo en América Latina. https://alfabetizaciondigital.redem.org/aprendizaje-virtual-seguira-creciendo-en-america-latina/
Amabile, T. (2018). Creativity in context. Update to the social psychology of creativity [Creatividad en contexto. Actualización de la psicología social de la creatividad]. Taylor and Francis Group.
Antonaci, A., Klemke, R., & Specht, M. (2019). The effects of gamification in online learning environments: a systematic literature review [Los efectos de la gamificación en los entornos de aprendizaje en línea: una revisión sistemática de la literatura]. Informatics, 6(3). https://doi.org/10.3390/informatics6030032
Area, M., & Adell, J. (2009). E-learning: enseñar y aprender en espacios virtuales. En J. D. Pons (Ed.), Tecnología educativa. La formación del profesorado en la era de internet (pp. 391-424). Aljibe.
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34, 259-300. https://doi-org.ezproxy.ulima.edu.pe/10.1007/s10648-021-09614-9
Bartle, R. (2016, septiembre). Player types. What people find fun in games [Diapositivas de PowerPoint]. Universidad de Essex. http://aom.jku.at/archiv/cmc/text/bartle.90/mud.co.uk/richard/UA.pdf
Benito, B. de, & Salinas, J. (2008). Los entornos tecnológicos en la universidad. Pixel-Bit. Revista de Medios y Educación, (32), 83-100. https://www.redalyc.org/articulo.oa?id=36803206
Blick, A. M. (2024). Applying a playcentric design process to creating a first-year experience course. En V. Membrive (Ed.), Practices and implementation of gamification in higher education (pp. 50-70). IGI Global. https://doi.org/10.4018/979-8-3693-0716-8.ch003
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
Bunchball. (2010). Gamification 101: An introduction to the use of game dynamics to influence behavior. http://jndglobal.com/wp-content/uploads/2011/05/gamification1011.pdf
Campillo-Ferrer, J., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822; https://doi.org/10.3390/su12124822
Chou, Y.-K. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing.
Cobos, Á., Padial, J. J., & Berrocal de Luna, E. (2021). La gamificación a través de plataformas e-learning: análisis cienciométrico de una pedagogía emergente implantada mediante las TIC. ReiDoCrea: Revista electrónica de investigación Docencia Creativa, 10(30), 1-20. https://doi.org/10.30827/Digibug.70897
Costa, F., Raleiras, M., & Viana, J. (2021). 12 pedagogical principles for the use of gamification in higher education. En L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI2021. Conference Proceedings (pp. 7156-7163). IATED. https://doi.org/10.21125/iceri.2021.1607
Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14-17. https://doi.org/10.1145/2212877.2212883
Deterding, S., Dan, D., Rilla, K., & Nacke, L. (2011a). From game design elements to gamefulness: Defining “gamification”. En A. Lugmayr (Ed.), Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011b). Gamification: Using game design elements in non-gaming contexts. En CHI ’11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). Association for Computing Machinery. https://doi.org/10.1145/1979742.1979575
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75
EDUCASE. (2022). 2022 EDUCAUSE Horizon Report®. Teaching and learning edition. https://library.educause.edu/-/media/files/library/2022/4/2022hrteachinglearning.pdf
Escobar, D., Martínez, J., & Sarmiento, M. (2018). Análisis de deserción a través de la gamificación y duración de videos en MOOCs [Tesis de licenciatura, Pontificia Universidad Javeriana]. Repositorio Institucional de la Pontificia Universidad Javeriana. https://repository.javeriana.edu.co/handle/10554/44771
Estrada-Molina, O., & Fuentes-Cancell, D. (2022). El engagement y la deserción en los MOOCs. Revisión sistemática. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, (30), 111-124. https://doi.org/10.3916/C70-2022-09
Ewais, S., & Alluhaidan, A. (2015). Classification of stress management mHealth apps based on Octalysis framework. En 21st Americas Conference on Information Systems, AMCIS 2015 (pp. 1-8). Association for Information Systems.
Freitas, S., Lacerda, A., Calado, P., Lima, T., & Canedo, E. (2017). Gamification in education: A methodology to identify student’s profile. En 2017 IEEE Frontiers in Education Conference (pp. 1-8). https://doi.org/10.1109/FIE.2017.8190499
Gafni, R., Achituv, D., Eidelman, S., & Chatsky, T. (2018). The effects of gamification elements in e-learning platforms. The Online Journal of Applied Knowledge Management, 6(1), 37-53. https://doi.org/10.36965/OJAKM.2018.6(2)37-53
García-Peñalvo, F., & Seoane, A. (2015). Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society (EKS), 16(1), 119-144. https://doi.org/10.14201/eks2015161119144
García-Sastre, S., Idrissi-Cao, M., Ortega, A., & Gómez, E. (2018). Uso de la colaboración y la gamificación en MOOC: un análisis exploratorio. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 263-283. https://doi.org/10.5944/ried.21.2.20410
Gómez-Hurtado, I., García-Rodríguez, M. d., González-Falcón, I., & Coronel Lamas, J. M. (2020). Adaptación de las metodologías activas en la educación universitaria en tiempos de pandemia. Revista Internacional de Educación para la Justicia Social, 9(3), 415-433. https://doi.org/10.15366/riejs2020.9.3.022
Gros Salvat, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2). https://doi.org/10.5944/ried.21.2.20577
Hanus, M., & Fox, J. (2018). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hill, J., Song, L., & West, R. (2009). Social learning theory and web-based learning environments: A review of research and discussion of implications. American Journal of Distance Education, 23(2), 88-103. https://doi.org/10.1080/08923640902857713
Holon IQ. (2021, 21 de septiembre). 2021 LATAM EdTech 100. https://www.holoniq.com/notes/2021-latam-edtech-100
Jordan, K. (2015, 12 de junio). MOOC completion rates: The data. Recuperado 11 de julio de 2022, de http://www.katyjordan.com/MOOCproject.html
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Wiley. https://www.perlego.com/book/1002139/the-gamification-of-learning-and-instruction-pdf
Karać, J., & Stabauer, M. (2017). Gamification in e-commerce. En F. Fui-Hoon Nah & C.-H. Tan (Eds.), International Conference on HCI in Business, Government, and Organizations (pp. 41-54). https://doi.org/10.1007/978-3-319-58484-3_4
Kasurinen, J., & Knutas, A. (2018). Publication trends in gamification: A systematic mapping study. Computer Science Review, (27), 33-44. https://doi.org/10.1016/j.cosrev.2017.10.003
Lugo, M. T., & Loiácono, F. (2020). Planificar la educación en la pospandemia: de la educación remota de emergencia a los modelos híbridos. En J. M. García & S. García Cabeza (Eds.), Las tecnologías en (y para) la educación (pp. 15-43). Flacso. https://publicaciones.flacso.edu.uy/index.php/edutic/article/view/2
Marczewski, A. (2015a). 52 Gamification mechanics and elements. Gamified UK. https://www.gamified.uk/user-types/gamification-mechanics-elements/
Marczewski, A. (2015b). Even ninja monkeys like to play: Gamification, game thinking and motivational design. Blurb.
Marisa, F., Syed, S., Mohd, Z., Maukar, A., Marcus, R., & Widodo, A. (2020). Evaluation of student core drives on e-Learning during the Covid-19 with Octalysis gamification framework. International Journal of Advanced Computer Science and Applications (IJACSA), 11(11), 104-116. https://doi.org/10.14569/IJACSA.2020.0111114
Mekler, E., Brühlmann, F., Tuch, A., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048
Ng, P. H. F., Cheng, P. Q., Sin, Z. P. T., Jia, Y., Chen Li, R., Baciu, G., Cao, J., & Li, Q. (2023). From classroom to metaverse: A study on gamified constructivist teaching in higher education. En H. Xie, C. Lai, W. Chen, G. Xu & E. Popescu (Eds.), Advances in web-based learning – ICWL 2023. Springer. https://doi-org.ezproxy.ulima.edu.pe/10.1007/978-981-99-8385-8_8
Oliver, E. (2017). Gamification as transformative assessment in higher education. HTS Teologiese Studies / Theological Studies, 73(3). https://doi.org/10.4102/hts.v73i3.4527
Pais, A. (2020, 24 de abril). Coronavirus: 4 países de América Latina que lograron aplicar estrategias exitosas de educación a distancia ante la pandemia. BBC News Mundo. https://www.bbc.com/mundo/noticias-america-latina-52375867
Panis, I., Setyosari, P., Kuswandi, D., & Yuliati, L. (2020). Design gamification models in higher education: A study in Indonesia. International Journal of Emerging Technologies in Learning, 15(12), 244-255. https://doi.org/10.3991/ijet.v15i12.13965
Pink, D. (2010). Drive: The surprising truth about what motivates us. Canon Gate. https://www.perlego.com/book/1456852/drive-pdf
Osmandi. (2019). ¿Cómo usar Platzi y PlatziRank? Platzi. https://platzi.com/blog/como-usar-platzi-y-platzirank/
Platzi. (s. f.). Blog. https://platzi.com/blog/
Ramdania, D. R., Maylawati, D. S., Gerhana, Y. A., Suwastika, N. A., & Ramdhani, M. A. (2021). Octalysis audit to analyze gamification on Kahoot! Advances in Science, Technology and Engineering Systems Journal, 6(1), 457-463. https://doi.org/10.25046/aj060149
Redmond, P., Heffernan, A., Abawi, L.-A., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175
Reich, J., & Ruipérez-Valiente, J. (2019). The MOOC pivot. Science, 363(6423), 130-131. https://doi.org/10.1126/science.aav7958
Ripoll, O., & Pujolà, J. (Eds.). (2024). La gamificación en la educación superior. Teoría, prácticas y experiencias didácticas. Octaedro. http://doi.org/10.36006/15226-1
Robson, K., Plangger, K., Kietzmann, J., McCarthy, I., & Pitt, L. (2016). Game on: Engaging customers and employees through gamification. Business Horizons, 59(1), 29-36. https://doi.org/10.1016/j.bushor.2015.08.002
Rohan, R., Pal, D., & Funilkul, S. (2020). Gamifying MOOC’s a step in the right direction?: A systematic literature review [La gamificación de los MOOCs, ¿un paso en la dirección correcta? Una revisión sistemática de la literatura]. En Proceedings of the 11th International Conference on Advances in Information Technology (pp. 1-10). Bangkok. https://doi.org/10.1145/3406601.3406607
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Sailer, M., Ulrich, J., Mayr, S., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in e-learning: A literature review. Technology, Knowledge and Learning, 27, 139-159. https://doi.org/10.1007/s10758-020-09487-x
Salonen, A., & Mohammad, A. (2017). Practicing Octalysis: The comparison of an Octalysis analysis versus metacritic’s reviews. Uppsala Universitet.
Sanchez-Pacheco, C. L. (2020). Funcionalidades de la gamificación: Classcraft y Moodle en el marco de Octalysis. Interconectando Saberes, 10(5), 31-40. https://doi.org/10.25009/is.v0i10.2661
Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi-org.ezproxy.ulima.edu.pe/10.1080/09243453.2020.1772841
Stake, R. (1999). Investigación con estudio de casos (4.a ed.). Morata.
Torres, S. X. (2020). Identificación de modelos de perfiles para aplicaciones gamificadas en estudiantes de una institución superior [Tesis de licenciatura, Universidad de Especialidades Espíritu Santo]. Repositorio Digital de la Universidad de Especialidades Espíritu Santo. http://repositorio.uees.edu.ec/handle/123456789/3211
Weber, P., Grönewald, L., & Ludwig, T. (2022). Reflection on the Octalysis framework as a design and evaluation tool. En M. Bujic, J. Koivisto & J. Hamari (Eds.), 6th International GamiFIN Conference 2022 (GamiFIN 2022) (pp. 75-84). CEUR. http://ceur-ws.org/Vol-3147/paper8.pdf
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton School Press.
XEODesign. (2004). The 4 keys to fun. XEODesign. http://www.xeodesign.com/research/
Y Combinator. (s. f.). Platzi. Latin America’s school of technology. https://www.ycombinator.com/companies/platzi
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media.
