Narraciones gamificadas y evaluación de competencias en la formación inicial del profesorado

  1. Lourdes Villalustre-Martínez 1
  1. 1 Universidad de Oviedo, España
Aldizkaria:
Ocnos: revista de estudios sobre lectura

ISSN: 2254-9099,  1885-446X

Argitalpen urtea: 2024

Alea: 23

Zenbakia: 2

Mota: Artikulua

DOI: 10.18239/OCNOS_2024.23.2.431 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Ocnos: revista de estudios sobre lectura

Laburpena

Gamification is being used both as a learning tool and as a resource to enhance the motivationand involvement of learners, but it can also be used as a means for narrative creation. Thus, amethodological strategy based on the design of gamified storytelling to simultaneously address severalcompetencies is presented. The aim of the present study was to examine the narrative, digital, creativeand didactic competencies during the design of a gamified storytelling. Possible gender differences in thesecompetencies were analysed and to what extent digital, creative and didactic competency can predictnarrative literacy. An instrument (COMP-NDCDD) was developed to assess the achievement levels ofthe aforementioned competencies in the 176 university students who participated in the study. The mainresults reveal that males obtained higher scores in narrative and digital competencies compared to females.However, no significantdifferences were found in the creative and didactic competencies between bothgenders. Likewise, it was evident that digital literacy presented a significant weight when predicting thelevel of achievement of students in terms of narrative literacy

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