Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez
{"title":"游戏与学习:游戏化与游戏学习对中学生阅读过程的影响","authors":"Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez","doi":"10.1016/j.psicoe.2021.08.001","DOIUrl":null,"url":null,"abstract":"<div><p><span>The present study aims to evaluate the effectiveness of an educational gamification<span> program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (</span></span><em>M</em> = 14.42, <em>SD</em> = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 38-46"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students\",\"authors\":\"Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez\",\"doi\":\"10.1016/j.psicoe.2021.08.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p><span>The present study aims to evaluate the effectiveness of an educational gamification<span> program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (</span></span><em>M</em> = 14.42, <em>SD</em> = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.</p></div>\",\"PeriodicalId\":101103,\"journal\":{\"name\":\"Revista de Psicodidáctica (English ed.)\",\"volume\":\"27 1\",\"pages\":\"Pages 38-46\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista de Psicodidáctica (English ed.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2530380521000186\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista de Psicodidáctica (English ed.)","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2530380521000186","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students
The present study aims to evaluate the effectiveness of an educational gamification program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (M = 14.42, SD = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.
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