La gamificación en el desarrollo de la alfabetización informacional desde la perspectiva de los estudiantes universitarios

Flores-Bueno, Daniel and H. Limaymanta, Cesar and Uribe-Tirado, Alejandro La gamificación en el desarrollo de la alfabetización informacional desde la perspectiva de los estudiantes universitarios. Revista Interamericana de Bibliotecología, 2021, vol. 44, n. 2, pp. 1-13. [Journal article (Paginated)]

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English abstract

In recent years, gamification in higher education aimed to improve the level of student engagement in learning. The model of education by competencies is no stranger to this pedagogy, which today relies on teacher creativity and student participation. The objective of this research was to analyze how gamification affects the increase in the mastery of information skills in university students. The research approach used is mixed. In the quantitative phase with a quasiexperimental design, the ALFIN-Humass questionnaire was used to measure the perception of competence development (pre and post), showing that there are significant differences between the pretest and post-test of the experimental group in the perception of ALFIN development (t = –4.63; p < .01). In the qualitative one, a focus group was conducted whose results confirmed the quantitative findings. The contribution of this work lies in pointing out the relevance of gamification as a didactic strategy in the development of Information Literacy Competency.

Spanish abstract

En los últimos años, el uso de la gamificación en la educación superior se ha orientado a mejorar el nivel de compromiso de los estudiantes en el aprendizaje. El modelo de educación por competencias no es ajeno a esta pedagogía que hoy se apoya en la creatividad del docente y en la participación del estudiante. El objetivo de la presente investigación fue analizar cómo el uso de la gamificación incide en el incremento de dominio de la competencia informacional en estudiantes universitarios. El enfoque utilizado es mixto. En la fase cuantitativa con diseño cuasi experimental se utilizó el cuestionario ALFIN-Humass para medir la percepción del desarrollo de la competencia (pre y pos) y se demostró que hay diferencias significativas entre el pretest y postest del grupo experimental en la percepción del desarrollo de ALFIN (t = –4,63; p < 0,01). En la cualitativa, se llevó a cabo un grupo focal cuyos resultados confirmaron los hallazgos cuantitativos. La contribución de este trabajo radica en señalar la pertinencia de la gamificación como estrategia didáctica en el desarrollo de las competencias informacionales.

Item type: Journal article (Paginated)
Keywords: Gamification; information literacy; information competencies; higher education
Subjects: C. Users, literacy and reading. > CA. Use studies.
C. Users, literacy and reading. > CD. User training, promotion, activities, education.
Depositing user: Juan Camilo Vallejo Echavarria
Date deposited: 23 Jul 2021 18:26
Last modified: 23 Jul 2021 18:26
URI: http://hdl.handle.net/10760/42092

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