<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000200188</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-2.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Empleo de la gamificación en un curso de Fundamentos de Biología]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of Gamification in Fundamentals of Biology Course]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso da gamificaçao em um curso de Fundamentos de Biologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morera-Huertas]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora-Román]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Parauniversitario Plerus  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica Facultad de Farmacia ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>188</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000200188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000200188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000200188&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Actualmente, en el Instituto Parauniversitario Plerus se observan limitaciones por parte de estudiantes tales como estudiar a última hora, no utilizar herramientas de referencia como libros de texto o artículos, y estudiar por una calificación y no por el conocimiento mismo. Por ello, el objetivo de esta investigación fue reforzar los contenidos del curso, el estudio continuo y la autoevaluación de los conocimientos adquiridos mediante el desarrollo de tareas gamificadas para el favorecimiento del aprendizaje del estudiantado de este curso. Para el desarrollo de la estrategia didáctica, participaron 29 estudiantes del curso Fundamentos de Biología (24 de los cuales concluyeron el curso y cinco lo retiraron) del Instituto Parauniversitario Plerus. Para este grupo, se estableció la confección de un portafolios y de actividades de reforzamiento (modelos de plasticina, experimentos caseros, sopas de letras, crucigramas, entre otros), cuya realización brindó recompensas mediante el obsequio a cada estudiante de calcomanías. Estas mismas fueron coleccionadas y cambiadas por premios didácticos, como un porcentaje en un examen corto. También se desarrolló un juego llamado Biología cr en la aplicación móvil Reinos®. En él, cada persona elaboró preguntas de selección única que fueron revisadas por la docente y, seguidamente, se incorporaron para que fueran respondidas por otros compañeros y compañeras del grupo. Para determinar los resultados, se revisaron las calificaciones obtenidas por el grupo de estudiantes presentes a lo largo de todo el curso de Fundamentos de Biología, y se realizó una encuesta, que cada estudiante completó una vez concluida la utilización de esta estrategia. Para el análisis de los datos, se realizó un análisis sociodemográfico para la edad y el sexo, y un análisis descriptivo con distribución de frecuencias para el resto de preguntas. Desde la perspectiva docente, se obtuvieron buenos resultados, al darse una aprobación del 66,7%del estudiantado. En cuanto a la perspectiva estudiantil, hubo aspectos positivos (mejoramiento de la comprensión de los temas, obligación a estar retomando de manera constante los temas vistos en clase y entenderlos por cuenta propia, incluyendo investigación personal, en caso de ser necesario) y negativos (incremento en la carga académica, preferencia del uso de estrategias didácticas tradicionales y falta de delimitación sobre lo más relevante de cada uno de los temas), los cuales deben ser considerados para futuras experiencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Currently, at the Instituto Parauniversitario Plerus, there are limitations on the part of students such as studying at the last minute, not using reference tools such as textbooks or articles, and studying for a grade and not for the knowledge itself. Therefore, the objective of this research was to reinforce the course contents, the continuous study, and the self-evaluation of the acquired knowledge through the development of gammification tasks to favor the learning of the students of this course. For the development of the didactic strategy, 29 students from Fundamentals of Biology course, at the Instituto Parauniversitario Plerus, took part: 24 of whom completed the course and five withdrew it. For this group, a portfolio and reinforcement activities (plasticine models, homemade experiments, word search puzzles, crossword puzzles, among others) were established. The realization of these activities provided rewards through the gift of stickers to each student. These rewards were collected and exchanged for didactic prizes, such as a percentage in a short exam. A game called Biology cr was also developed in the Reinos® mobile application. In it, each student developed unique selection questions that were reviewed by the teacher and then incorporated to be answered by other classmates. To determine the results, the grades obtained by the students enrolled in the Fundamentals of Biology course were reviewed, and a survey was carried out, which each student completed once the implementation of this strategy was concluded. To analyse the data, a sociodemographic analysis was carried out for age and sex, and a descriptive analysis with frequency distribution was carried out for the rest of the questions. From a teaching perspective, good results were obtained, with 66.7% of the student body passing. With regard to the student perspective, there were positive aspects (improvement in the understanding of subjects, obligation to constantly take up the subjects studied in class and understand them on their own, including personal research, if necessary) and negative aspects (academic load increase, preference for the use of traditional didactic strategies and lack of delimitation of the most relevant aspects of each of the subjects), which must be considered for future experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atualmente, no Instituto Parauniversitario Plerus observam-se limitações por parte de estudantes tais como estudar a última hora, não utilizar ferramentas de referência como livros de texto ou artigos, e estudar por uma qualificação e não pelo conhecimento em sí. Por isso, o objetivo desta pesquisa foi reforçar os conteúdos do curso, o estudo contínuo e a auto-avaliação dos conhecimentos adquiridos através do desenvolvimento de tarefas gamificadas para favorecer a aprendizagem dos estudantes deste curso. Para o desenvolvimento da estratégia didática, participaram 29 estudantes do curso Fundamentos de Biologia (24 dos quais concluíram o curso e cinco o retiraram) do Instituto Parauniversitario Plerus. Para este grupo, estabeleceu-se um portfólio e fortalecimento das atividades (modelos de plasticina, experimentos em casa, quebra-cabeças, palavras cruzadas, entre outros), cuja realização brindou recompensas mediante o obsequio a cada estudante de decalques. Estas mesmas foram colecionadas e mudadas por prêmios didáticos, como uma percentagem em um exame curto. Também se desenvolveu um jogo chamado Biologia cr na aplicação móvel Reinos®. No jogo, cada pessoa elaborou perguntas de seleção única que foram revisadas pela docente e, seguidamente, se incorporaram para que fossem respondidas por outros colegas do grupo. Para determinar os resultados, foi realizada uma análise sociodemográfica relacionada com a idade e sexo e uma análise descritiva com distribuição de frequência para o restante das questões. Desde a perspectiva docente, obtiveram-se bons resultados, ao dar-se uma aprovação de 66,7% dos alunos. Quanto à perspectiva do estudante, teve aspectos positivos (melhoria do entendimento dos temas, obrigação a estar retomando de maneira constante os temas vistos em classe e entendê-los por conta própria, incluindo investigação pessoal, em caso de ser necessário) e negativos (aumento da carga acadêmica, preferência pelo uso de estratégias didáticas tradicionais e falta de delimitação dos aspectos mais relevantes de cada um dos assuntos), que devem ser considerados para experiências futuras.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[game]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[significant learning]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[jogo]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[iJET: International Journal of Emerging Technologies in Learning]]></source>
<year>2016</year>
<volume>11</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>64-9</page-range></nlm-citation>
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</back>
</article>
