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dc.contributor.authorSalvatierra Melgar, Ángel
dc.contributor.authorLuy Montejo, Carlos Augusto
dc.contributor.authorPérez Saavedra, Segundo Sigifredo
dc.contributor.authorHuaman Almiron, Abraham Ermitanio
dc.contributor.authorQuispe Cutipa, Walter Arturo
dc.contributor.authorMercado Marrufo, Celia Emperatriz
dc.date.accessioned2023-10-17T16:48:04Z
dc.date.available2023-10-17T16:48:04Z
dc.date.issued2021
dc.identifier.citationSalvatierra, A., Luy, C. A., Pérez, S. S., Huaman, A. E., Quispe, W. A., & Mercado, C. E. (2021). Gamification in the learning of mathematics in university students. International Journal of Early Childhood Special Education, 13(2), 444-454. https://doi.org/10.9756/INT-JECSE/V13I2.211081es_PE
dc.identifier.other.es_PE
dc.identifier.urihttps://hdl.handle.net/11537/34531
dc.descriptionEl texto completo de este trabajo no está disponible en el Repositorio Académico UPN por restricciones de la casa editorial donde ha sido publicado.es_PE
dc.description.abstractIn the framework of continuous improvement of university education, the corresponding bodies are attentive to the good practices detached by the agents that comprise them. In this study, gamification in the mathematics learning process is described from the perspective of 286 students identified by non-probabilistic intentional sampling. Under these arguments, the methodology of the study is non-experimental, descriptive ex-post-facto level; the data for the analysis were collected in two stages: first moment in an instantaneous way to be able to perceive directly the gamification in the learning of mathematics through the Mentimenter tool; in second moment, the questionnaire was applied with 33 items composed of three dimensions: dynamics, mechanics and component from the contributions of Kevin Werbach. The results attributed to the study show that gamification, from the student's perspective, is a dynamic tool for the learning of previous concepts of Basic Mathematics and Mathematical Complements in the first academic semesters; in addition, the teacher plays the role of facilitator and the student responsibly manages his space and learning environment.es_PE
dc.formatapplication/pdfes_PE
dc.language.isoenges_PE
dc.publisherInternational Journal of Early Childhood Special Educationes_PE
dc.rightsinfo:eu-repo/semantics/closedAccesses_PE
dc.sourceUniversidad Privada del Nortees_PE
dc.sourceRepositorio Institucional - UPNes_PE
dc.subjectGamificationes_PE
dc.subjectLearninges_PE
dc.subjectMathematicses_PE
dc.subjectUniversity studentses_PE
dc.titleGamification in the learning of mathematics in university studentses_PE
dc.typeinfo:eu-repo/semantics/articlees_PE
dc.publisher.countryPEes_PE
dc.identifier.journalInternational Journal of Early Childhood Special Educationes_PE
dc.description.peer-reviewRevisión por pareses_PE
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.03.01es_PE
dc.description.sedeBreñaes_PE
dc.identifier.doihttps://doi.org/10.9756/INT-JECSE/V13I2.211081


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