GAME OF THRONES IN CLASS (EPISODE 2). ¿IMPROVING GAMIFICATION REDUCES AMOTIVATION AND INCREASES SERVICE QUALITY IN CLASS?
JUEGO DE TRONOS EN EL AULA (EPISODIO 2). ¿MEJORAR LA GAMIFICACIÓN DISMINUYE LA AMOTIVACIÓN Y AUMENTA LA CALIDAD DE SERVICIO EN EL AULA?
DOI:
https://doi.org/10.35564/jmbe.2021.0010Keywords:
gamification, amotivation, service quality perception, teaching quality, gamificación, amotivación, percepción de la calidad de servicio, calidad de la docenciaAbstract
The present research is based on the work of Pelegrín-Borondo et al. (2020) which analyzed the results of a gamification developed in order to reduce the degree of students’ amotivation in the subjects and to increase the service quality perception in teaching. Not satisfied with the results obtained, a new gamification is developed in the following year introducing some improvements obtained from the participating students’ feedback. This research gathers the results of the new gamification with the same subjects and teachers. Once again, the results are contrary to the expected and very similar to those obtained by Pelegrín-Borondo et al. (2020), which indicates that not all types of gamification diminish amotivation, nor does it increase the perception of quality in teaching. This research could be considered as exploratory and the problem may come from the design of the gamification itself. Thus, the present research gives advice to improve the design of a gamification and provides discussion on recent research about guidelines for planning an appropriate gamification given the work context.
ResumenEl presente trabajo parte de la investigación de Pelegrín-Borondo et al. (2020) en la que se analizan los resultados de una gamificación desarrollada con la finalidad de reducir el grado de amotivación de los estudiantes hacia las asignaturas y aumentar la percepción de la calidad del servicio en la docencia. No conformes con los resultados obtenidos, se desarrolla, en el curso siguiente una nueva gamificación en la que se introducen algunas mejoras obtenidas de la observación y escucha de los alumnos participantes. En esta investigación se recogen los resultados de la nueva gamificación realizada sobre las mismas asignaturas y con la participación de los mismos profesores. De nuevo, los resultados vuelven a ser contrarios a lo esperado y muy similares a los obtenidos por Pelegrín-Borondo et al. (2020), lo que indica que no todo tipo de gamificación disminuye la amotivación, ni aumenta la percepción de calidad en la docencia. Se considera que esta investigación es exploratoria y que el problema puede provenir del diseño de la gamificación. Así, se dan consejos para mejorar el diseño de una gamificación y se comentan investigaciones recientes que aportan directrices para planificar una gamificación adecuada al contexto de trabajo.
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