Gamificación:: una innovación en aula para fomentar la motivación

Abstract

Objective: To evaluate the application of gamification in relation to satisfaction and motivation in dental students Method: A pilot study evaluation was carried out in third year students, in the Oral and Preclinical Rehabilitation subject. The gamified class consisted of 35 students: 25 women and 10 men. The instruments used were sociodemographic characteristics, situational motivation scale, academic satisfaction scale. Results: When evaluating satisfaction, the students showed positive results with all the questions on 95% approval. Regarding situational motivation, the four categories scored high, the highest being intrinsic motivation with 94% and Identified regulation 97%, both in relation to autonomous motivation. Of the 35 students, 33 scored high for both categories, so 94% of the sample had autonomous motivation. There were no significant differences by sex. Conclusions: Gamification as a teaching and learning methodology showed high satisfaction and autonomous motivation on the part of the students. It is suggested to carry out new studies with more significant samples to verify that gamification improves satisfaction and academic motivation, favoring better and academic performance in higher education.