El papel de la felicidad en la gamificación universitaria: su relación con la percepción del aprendizaje y la intención de uso de Kahoot
DOI:
https://doi.org/10.61604/dl.v18i32.452Palabras clave:
Educación superior, innovación educativa, tecnología educativa, actitudes estudiantiles, bienestar emocional, aprendizaje basado en juegosResumen
La gamificación se ha consolidado como una estrategia para mejorar la participación y el aprendizaje en educación superior; sin embargo, aún se desconoce en qué medida el bienestar emocional de los estudiantes se relaciona con su experiencia con herramientas gamificadas. Este estudio tiene como objetivo analizar la relación entre la felicidad y la percepción del aprendizaje, así como examinar el papel de variables como la ansiedad, la presión de tiempo y el FOMO en entornos gamificados. Para ello, se aplicó una encuesta a 127 estudiantes universitarios y se realizaron análisis de varianza (ANOVA) y pruebas de correlación con el fin de evaluar diferencias entre grupos según su nivel de felicidad y determinar los factores asociados a la intención de uso futuro. Los resultados muestran que los estudiantes con mayores niveles de felicidad perciben un mayor aprendizaje mediante gamificación en comparación con aquellos con menor bienestar, lo que respalda la teoría de la ampliación y construcción de las emociones positivas; sin embargo, no se observaron diferencias significativas en ansiedad, presión de tiempo o FOMO en función del nivel de felicidad. A diferencia de estudios previos centrados principalmente en la utilidad de Kahoot o en los efectos generales de la gamificación, este trabajo examina el papel del bienestar emocional situacional en la percepción del aprendizaje y en la aceptación futura de la herramienta.
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