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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Esteban, Vázquez-Cano | - |
| dc.contributor.author | María-Pilar, Quicios-García | - |
| dc.contributor.author | Javier, Fombona | - |
| dc.date.accessioned | 2023-04-27T01:44:52Z | - |
| dc.date.available | 2023-04-27T01:44:52Z | - |
| dc.date.issued | 2023 | - |
| dc.identifier.uri | https://link.springer.com/article/10.1007/s10639-023-11797-3 | - |
| dc.identifier.uri | https://dlib.phenikaa-uni.edu.vn/handle/PNK/8342 | - |
| dc.description | CC BY | vi |
| dc.description.abstract | The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. | vi |
| dc.language.iso | en | vi |
| dc.publisher | Springer | vi |
| dc.subject | Latent factors | vi |
| dc.title | Latent factors on the design and adoption of gamified apps in primary education | vi |
| dc.type | Book | vi |
| Appears in Collections | OER - Công nghệ thông tin | |
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