Resumen

VERA-MORA, Glenda; SANZ, Cecilia V.; COMA-ROSELLO, Teresa  y  BALDASSARRI, Sandra. Entornos virtuales de enseñanza y aprendizaje gamificados a la luz del concepto de presencia: Revisión sistemática de literatura. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2022, n.33, pp.25-35. ISSN 1851-0086.  http://dx.doi.org/https://doi.org/10.24215/18509959.33.e3.

Technologies have managed to break barriers of distance and time, which implies new challenges for education. To achieve Virtual Teaching and Learning Environments (TLVE) that promote the participation, motivation and performance of students, constitutes a challenge for today's teachers. In this sense, the gamification of these environments can be a contribution to educational processes mediated by digital technologies. This paper presents a systematic study of experiences developed in gamified TLVE, where presence is analyzed: social, cognitive and educational, in order to find relationships between gamification proposals in these environments and their impact on presence. For this, a systematic literature review was carried out, where a total of 748 studies were initially registered. After applying the protocol proposed by Bárbara Kitchenham, a final sample of seven articles is obtained. As a result, it is observed that the experiences analyzed promote social, cognitive and teaching presence; but the impacted presence turns out to be social.

Palabras clave : Gamification; Virtual learning environments; E-learning; Community of Inquiry.

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