Abstract
This article aims to deepen the analysis of gamification strategies as a method to offer feedback in the form of formative assessment for elementary school students (K-12). Gamification is defined as the set of strategies that involve dynamics that recreate game experiences, with the purpose of transmitting specific content, and not only for the pleasure of playing itself. It is considered that the psychological effects that playing generates are very beneficial, since playful environments have great motivating potential and allow fluid exchanges through active roles on the part of their participants. Despite the fact that academic production regarding gamification strategies has been very important in the last decade, studies do not discriminate between the different game elements that are part of gamification, such as leaderboards, levels, rankings, etc. For this reason, this review focuses specifically on one of them: the awarding of medals, to learn more about its effects. Beyond its benefits, the incorporation of these practices also supposes a great challenge, which is the need for evaluation that education systems demand. In response to these topics, a systematic review of the literature covering the period 2011–2020 is proposed, specifically delving into the link between: gamification strategies in formal education environments and the implementation of formative assessment methods through gamification by badges.
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Larrosa, M., Wives, L., Rodés, V. (2023). Gamification Strategies as Formative Assessment Methods. A Systematic Review. In: Berrezueta, S. (eds) Proceedings of the 18th Latin American Conference on Learning Technologies (LACLO 2023). LACLO 2023. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-7353-8_12
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