[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600638-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600638-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","can-gamification-be-introduced-in-primary-classrooms","¿Puede entrar la Gamificación en las aulas de primaria?","","Gamification training is presented as an increasingly common reality in primary education, while the study examines whether it truly fits students’ curricular development at this stage. A descriptive survey was conducted with 244 second-year primary education trainees in Media Literacy and Didactic ICT, using a 23-question questionnaire. Fourteen items assess attitudes toward videogames and the remaining nine identify the educational dimension perceived for classroom use. Key findings indicate a generally proactive user perspective, with women reporting less activity in the tool, yet both conclude it can be attractive for the youngest learners.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/can-gamification-be-introduced-in-primary-classrooms/600638/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/can-gamification-be-introduced-in-primary-classrooms/600638.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main research question about gamification in primary education?","Question",{"text":62,"@type":63},"The study asks whether gamification has a real place in primary students’ curricular development in this stage of education.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted and who participated?",{"text":67,"@type":63},"A descriptive study was carried out with 244 second-year students in Media Literacy and Didactic Application of ICT, who answered a 23-question questionnaire.",{"name":69,"@type":60,"acceptedAnswer":70},"What do participants think about videogames and classroom educational value?",{"text":71,"@type":63},"Participants show a proactive view as users; women are less active in using the tool, but they still conclude it could be an attractive resource for learning for the youngest students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600638,1792211062,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Can Gamification be introduced within primary classes?  \nVeronica Marín  \nvmarin@uco.ces Universidad de Córdoba, Spain  \nMagdalena López  \n[magdalenalopez@unez.es](magdalenalopez@unez.es)[ ](magdalenalopez@unez.es)Universidad de Extremadura, Spain  \nGuadalupe Maldonado  \n[gambucordoba@gmail.com](gambucordoba@gmail.com)  \nUniversidad de Veracruzana, México  \nAbstract  \nTraining through gamification is everyday a more evident reality in Primary Education classes . The teachers’view about this has been modified as it is shown in the study published by aDeSe in 2012. However, does it really have place in the students’curricular development in the primary education stage? For the sake of responding to this question, we have carried out a descriptive study about the opinion that the future teachers from primary education have got about this “new”form of implementing the curricular contents . The sample, conformed by 244 students of second course of Media Literacy and Didactic Application of ICT, answered a questionnaire consisting of 23 questions, of which 14 are devoted to determine the attitude that future teachers have facing videogames and the remaining 9 indicate the educative dimension that they give to it within the primary class . The most significant initial result we find is that while they consider having a proactive view as users of this, women are less active within this tool, although the female teachers conclude, however, that it could be an attractive resource for the learning of the youngest students .  \nKeywords  \nITC; videogames; training; pupils; curriculum; primary education  \nV. Marín, G. Maldonado & M. López  \nDigital Education Review-Number 27, June 2015-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 55)[ 55](http://greav.ub.edu/der/ 55)  \n¿Puede entrar la Gamificación en las aulas de primaria?  \nVeronica Marín  \nvmarin@uco.ces Universidad de Córdoba, Spain  \nMagdalena López  \n[magdalenalopez@unez.es](magdalenalopez@unez.es)[ ](magdalenalopez@unez.es)Universidad de Extremadura, Spain  \nGuadalupe Maldonado  \n[gambucordoba@gmail.com](gambucordoba@gmail.com)  \nUniversidad de Veracruzana, México  \nResumen  \nLa formación a través de la gamificación es cada día una realidad más latente delas aulas de educación Primaria . La visión que los docentes van teniendo de estos se ha ido modificando tal y como lo señala el estudio publicado en 2012 poraDeSe . No obstante, ¿realmente tienen cabida en el desarrollo curricular de los estudiantes de la etapa de educación primaria? En aras de poder responder a esta cuestión se ha realizado un estudio descriptivo de las opiniones que los futuros maestros de dicha etapa educativa tienen de esta “nueva” forma de implementar los contenidos curriculares . La muestra conformada por 244 estudiantes de 2º curso de la materia Educación Mediática y Aplicación didáctica de las TIC, respondió a un cuestionario compuesto por 23 preguntas, de las cuales 14 estándestinadas a determinar la actitud que los futuros maestros tienen ante los videojuegos y las 9 restantes nos indican la dimensión educativa que les otorgan dentro del aula de primaria . El resultado inicial que más destaca es que si bien consideran tener una visión proactiva como usuarios de estos, las mujeres son menos activas en este medio, aunque ellas concluyen, no obstante, que puedenser un recurso atractivo para el aprendizaje de los más jóvenes .  \nPalabras clave  \nTIC; videojuegos; formación; alumnos; curriculum; educación primaria  \nV. Marín, G. Maldonado & M. López  \nDigital Education Review-Number 27, June 2015-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 56)[ 56](http://greav.ub.edu/der/ 56)  \nI. Introduction  \nThe development of Information and Communication Technology (ICT) has meant that different nature elements or elements with different perspectives have been developing not only under the safety net of Internet but also under the several tools which had been created before the technology peak. One of thes","cbCaiqWP3pbNHibZ","https://ap.wps.com/l/cbCaiqWP3pbNHibZ","pdf",712413,14,"English","# Abstract\n# I. Introduction\n# II. Is there an educational vision in videogames?","[{\"question\":\"What is the main research question about gamification in primary education?\",\"answer\":\"The study asks whether gamification has a real place in primary students’ curricular development in this stage of education.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"A descriptive study was carried out with 244 second-year students in Media Literacy and Didactic Application of ICT, who answered a 23-question questionnaire.\"},{\"question\":\"What do participants think about videogames and classroom educational value?\",\"answer\":\"Participants show a proactive view as users; women are less active in using the tool, but they still conclude it could be an attractive resource for learning for the youngest students.\"}]","¿Puede entrar la Gamificación en las aulas de primaria? | PDF",1792091090,35]