Pedagogical design of complex task through gamification to promote students’ self-regulation
DOI:
https://doi.org/10.51660/ripie.v2i2.95Keywords:
cooperative learning, diversity outreach, learning to learn competence, gamification, technological toolsAbstract
This contribution presents the pedagogical design of a subject through complex tasks (challenges) though gamification supported by technological tools. Although there are numerous gamification experiences, the differential characteristic of this proposal is that it is built from cooperative learning and diversity outreach, offering adjusted helps (Coll, 1999) to all students without exception. For this reason, gamification is planned and designed as a collaborative learning and peer assessment strategy, and as a teaching strategy for monitoring and supporting students to promote self-regulation of learning and develop the transversal competence of learning to learn. The experience will be developed in the second semester of the academic year 2021-2022 in a compulsory subject of basic training of the first year of the Bachelors’ Degree in Primary Education at the University of Barcelona. This experience is part of a larger teaching innovation project. With this design, on-going lines of research are established on the improvement of academic performance, the causal attribution that students make to the development of competences, and on the degree to which the continuity of this design in subsequent courses and in different fields of knowledge generates improvements, among others.
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