Keywords
didactics
adult education
action research
digital technology ClassDojo
didáctica
educación para adultos
investigación-acción
tecnología digital
How to Cite
Abstract
Gamification is becoming the focus of the revolution of the digital age in educational contexts. From different theories of motivation, gamification has been raised as a proposal for educational improvement. Within the educational context of adults with intellectual disabilities in a non-profit organization, an action-research was developed focusing on the gamification implementation through the ClassDojo application. The teachers (n = 4) of said institution were trained in the gamification method, and they implemented an experimental program designed ad hoc for 14 months for adults with intellectual disabilities (n = 12). 8926 donated points were collected, which implied positive reinforcers. Through correlational analyses, interaction differences were found between certain teachers and some students, as well as the fact that the most frequent type of point was individual versus group. It is highlighted that there were more interactions between the tutors and certain participants and that using ClassDojo favored the motivation. The results encourage the educational and scientific community to replicate this type of intervention in similar contexts. In addition, it would be interesting to complement the results found with others of a qualitative nature in order to triangulate the data and, therefore, the conclusions of this investigation.
References
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