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dc.contributor.authorNarváez-Carrión, César Rafaelde
dc.contributor.authorRosales Cevallos, Marco Mauriciode
dc.contributor.editorWaller, Leede
dc.contributor.editorWaller, Sharon Kayde
dc.date.accessioned2025-01-06T10:33:46Z
dc.date.available2025-01-06T10:33:46Z
dc.date.issued2023de
dc.identifier.isbn978-0-85014-238-9de
dc.identifier.issn2755-9513de
dc.identifier.urihttps://www.ssoar.info/ssoar/handle/document/98812
dc.description.abstractAfter the CoVid-19 pandemic lockdown occurred (2020-2021), there have been crucial changes in teaching-learning methodologies, mainly because of the emergency online education format, due to the high demand for online education formats. Long hours of learning in front of a screen besides the stressful environment surrounding the pandemic make it difficult to keep learning motivation high, which shows the need for an urgent change in instructional design. This change includes using interactive and participative methodologies for tackling the anxiety produced by the global health crisis. In this frame, gamification tools have emerged worldwide entailing significant benefits to education. Nevertheless, the overuse of technology can lead to several problems including physiological complications among other things, myopia, diabetes, and coronary disease risk (because of sedentariness) and even addiction. Finally, research proves that an adequate frame around technology use and games inclusion in learning can help diminish or even avoid social problems such as addiction and the resulting concentration problems. Furthermore, in the case of active video gaming, it might be advisable for alleviating sedentary habit-related diseases. Therefore, it is important to reflect on the use of games and its objectives for obtaining the best results from powerful strategic motivators.de
dc.languageende
dc.publisherIntechOpende
dc.subject.ddcBildung und Erziehungde
dc.subject.ddcEducationen
dc.subject.otheronline teaching; gamification; Covid-19de
dc.titlePerspective Chapter: Gamification - Pros and Consde
dc.description.reviewbegutachtet (peer reviewed)de
dc.description.reviewpeer revieweden
dc.identifier.urlhttps://www.intechopen.com/chapters/85368de
dc.source.collectionHigher Education: Reflections from the Field - Volume 2de
dc.source.volume4de
dc.publisher.countryGBRde
dc.publisher.cityLondonde
dc.source.seriesEducation and Human Development
dc.subject.classozBildungswesen tertiärer Bereichde
dc.subject.classozUniversity Educationen
dc.subject.thesozElectronic Learningde
dc.subject.thesozelectronic learningen
dc.subject.thesozLernmethodede
dc.subject.thesozlearning methoden
dc.subject.thesozHochschullehrede
dc.subject.thesozuniversity teachingen
dc.subject.thesozLernumgebungde
dc.subject.thesozlearning environmenten
dc.subject.thesozDigitale Mediende
dc.subject.thesozdigital mediaen
dc.subject.thesozMotivationde
dc.subject.thesozmotivationen
dc.subject.thesozpsychische Folgende
dc.subject.thesozpsychological consequencesen
dc.subject.thesozgesundheitliche Folgende
dc.subject.thesozhealth consequencesen
dc.identifier.urnurn:nbn:de:0168-ssoar-98812-1
dc.rights.licenceCreative Commons - Namensnennung 3.0de
dc.rights.licenceCreative Commons - Attribution 3.0en
internal.statusformal und inhaltlich fertig erschlossende
internal.identifier.thesoz10051052
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internal.identifier.thesoz10043852
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dc.type.stockincollectionde
dc.type.documentSammelwerksbeitragde
dc.type.documentcollection articleen
dc.source.pageinfo243-255de
internal.identifier.classoz10610
internal.identifier.document25
internal.identifier.ddc370
dc.identifier.doihttps://doi.org/10.5772/intechopen.109262de
dc.description.pubstatusVeröffentlichungsversionde
dc.description.pubstatusPublished Versionen
internal.identifier.licence15
internal.identifier.pubstatus1
internal.identifier.review1
internal.identifier.series2368
dc.subject.classhort10600de
internal.pdf.validfalse
internal.pdf.wellformedtrue
internal.pdf.encryptedfalse


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