The effects of a gamified project based on historical thinking on the academic performance of primary school children

Martínez-Hita, María; Gómez-Carrasco, Cosme Jesús; Miralles-Martínez, Pedro

Publication:
The effects of a gamified project based on historical thinking on the academic performance of primary school children

dc.contributor.author	Martínez-Hita, María
dc.contributor.author	Gómez-Carrasco, Cosme Jesús
dc.contributor.author	Miralles-Martínez, Pedro
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2025-02-05T13:02:04Z
dc.date.available	2025-02-05T13:02:04Z
dc.date.issued	2021-05-17
dc.description	© 2021 Authors This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0 This document is the published version of a published work that appeared in final form in Humanities & Social Sciences Communications. To access the final edited and published work see: https://doi.org/10.1057/s41599-021-00796-9	es
dc.description.abstract	History education research has long defended a transformation of the teaching and learning process in order to overcome the repetitive and conceptual learning of history, advocating an approach based on the development of historical thinking. Gamification is an innovative educational tool which may facilitate the learning of historical thinking concepts in the classroom. The objective of this quasi-experimental research was to verify whether the learning of history of 4th year primary school children improved following the implementation of a gamified project in the classroom compared with a control group which followed a traditional methodology. For this purpose, the learners completed a mixed performance test before and after the classroom intervention. The results showed significant differences in the intergroup (posttest) and intragroup (pretest–posttest) comparisons. This research may serve as a reference point for promoting the implementation of gamification in the primary classroom, and for orienting teacher training programmes towards an epistemological and methodological change.	es
dc.format	application/pdf	es
dc.format.extent	10	es
dc.identifier.citation	Humanities and Social Sciences Communications volume 8, Article number: 122 (2021)
dc.identifier.doi	https://doi.org/10.1057/s41599-021-00796-9
dc.identifier.issn	2662-9992
dc.identifier.uri	http://hdl.handle.net/10201/150129
dc.language	eng	es
dc.language	deu	es
dc.language	fra	es
dc.publisher	Springer Nature	es
dc.relation	This study is the result of the research projects “El pensamiento geográfico e histórico del alumnado de Educación Primaria en la Región de Murcia: propuesta metodológica innovadora para una educación de calidad” (20874/PI/18), funded by the Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia, and “Conceptos metodológicos y métodos activos de aprendizaje para la mejora de las competencias docentes del profesorado” (PGC2018-094491-B-C33), funded by the Spanish Ministry of Science, Innovation and Universities. Secretary of State for Universities, Research, Development and Innovation.	es
dc.relation.publisherversion	https://www.nature.com/articles/s41599-021-00796-9	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.title	The effects of a gamified project based on historical thinking on the academic performance of primary school children	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es