Gamificación, motivación y rendimiento en educación: Una revisión sistemática

Introducción. El propósito de este artículo es revisar la bibliografía que analiza la relación entre gamificación, motivación y aprendizaje y, así, proporcionar ideas pedagógicas y didácticas para su implementación en la educación no universitaria. Metodología. Se realiza una metodología mixta, en la que se analiza una muestra intencional conformada por 37 artículos, escogidos intencionalmente siguiendo los estándares de evaluación de la American Educational Research Association (AERA, 2006), de un total de 1 706 estudios, publicados en ISI Web Of Science. Resultados. Se seleccionaron y analizaron 37 estudios escogidos intencionalmente siguiendo los estándares de evaluación de la AERA (2006), y se constata que la gamificación tiene una repercusión directa y positiva sobre las experiencias del alumnado en cuanto a su motivación y rendimiento. Discusión. El trabajo apunta a que la gamificación está siendo abordada académicamente desde dos perspectivas: como metodología orientada a la motivación del alumnado en su aprendizaje competencial; y como forma de potenciar el rendimiento académico en las diferentes áreas del conocimiento.

Többszörösen vitatott többszörös intelligenciák

Howard Gardner, a Harvard Egyetem 2020-ban centenáriumát ünnepelt Harvard Graduate School of Education kognitív- és neveléstudományok professzora alma materének e jeles évében nyerte el az Amerikai Nevelés- és Oktatáskutatók Egyesülete (American Educational Research Association, AERA) által évente kiosztásra kerülő, a neveléstudományi kutatások kiemelkedő közreműködőinek járó díjat (Distinguished Contributions to Research in Education Award). Az eredetileg pszichológusként kutató Gardner ezt az elismerést a neveléstudományok területén folytatott munkássága honorálásaként kapta, mivel az először csaknem négy évtizede publikált intelligencia-szemlélete (Gardner, 1983) világszerte számos tananyagfejlesztési műhelyre, valamint gyakorlati oktatási modellre hatott. Széleskörű ismertsége és sikerei dacára a többszörös intelligenciák (multiple intelligences) teóriája számos kritikába ütközött az évek során. Jelen tanulmányomban e kritikák áttekintését célzom – magyarul novuum értékkel azért, hogy az elméletet magyar nyelvterületen alkalmazók annak kritikáira vonatkozóan is tájékozódhassanak. Az elmélet születéséről (Dezső, 2020), jellemzőiről (Dezső, 2012, 2014, 2015), pedagógiai alkalmazhatóságáról (Dezső, 2011, 2015), aktualitásáról (Dezső, 2021) korábbi vonatkozó munkáimban részletesen szóltam, így magát a teóriát ebben az írásban vázlatosan sem tárgyalom. Gardner eredeti szándékának figyelembevételével elméletére vonatkozóan az intelligenciák kifejezést többes számban tudatosan használom. Elemzésemben a vonatkozó nemzetközi kritikai szakirodalom főbb elemeinek áttekintésére, rendszerezett megjelenítésére vállalkozom – terjedelmi korlátokra való tekintettel a teljesség igénye nélkül.

[ID 54107] O NUTRITION IMPACT SYMPTOMS (NIS) PODE SER UTILIZADO COMO UM INSTRUMENTO DE TRIAGEM NUTRICIONAL EM PACIENTES COM DOENÇA RENAL CRÔNICA NA POPULAÇÃO BRASILEIRA?

Objetivo: Adaptar e validar o uso da ferramenta Nutritional Impact Symptoms (NIS) como instrumento de triagem nutricional em indivíduos com DRC na população brasileira. Metodologia: Estudo do tipo transversal desenvolvido em um Hospital Universitário, baseado nos procedimentos de validação sugeridos por Beaton et al. (2000), American Educational Research Association, American Psychological Association e National Council on Measurement in Education (2014) e revisados por Muñiz, Elosua e Hambleton (2013). Resultados: Para a validação do NIS, utilizando-se a Avaliação Subjetiva Global (ASG) como padrão, foram realizadas as análises sequenciais, obtendo-se um coeficiente da correlação de Spearman classificado como moderado (ρ=0,51; p<0,001); um erro típico da medida absoluto de 0,46 e relativo de 30%; coeficiente de variação de 15% e ausência de diferenças entre avaliações médias (p=0,497). Embora a classificação entre o NIS e a ASG original tenham apresentado uma moderada correlação, sem diferenças entre as médias e um erro sistemático baixo, a concordância entre as variáveis apresentou uma amplitude alta no erro aleatório. Conclusão: A NIS foi adaptada, mas não validada para o público com doença renal em âmbito hospitalar, necessiatndo de uma avaliação com um maior número de pacientes para poder ser utilizada como parte de protocolos de avaliação nutricional com objetivo de rastreio da presença de desnutrição e posterior avaliação aprofundada da mesma.

The Politicization of Education Research and the AERA

Like many science-related professional associations founded on the principles of unbiased research, nonpartisanship, and best practices, the American Educational Research Association (AERA) has become thoroughly politicized.

Kontrowersje wokół pojęcia trafności

W artykule zrelacjonowano zmieniające się na przestrzeni ponad 100 lat koncepcje pojęcia trafności pomiaru testowego. Aktualnie pojęcie trafności odnosi się do stopnia, w jakim dane empiryczne oraz teoria uzasadniają interpretację wyników testowych w zakładanym kierunku (American Educational Research Association, American Psychological Association, National Council on Measurement in Education [AERA, APA, NCME], 2007, s. 31). Przedstawiono 5 podstawowych źródeł danych dotyczących trafności oraz problemy związane z integracją dowodów na rzecz trafności w spójną argumentację. Podkreślono użyteczność zaproponowanego przez Kane’a podejścia do walidacji opartego na argumentacji, odwołującego się do logiki nieformalnej i struktury argumentu wprowadzonej przez Toulmina. Omówiono także różnice stanowisk zajmowanych przez badaczy w odniesieniu do 2 podstawowych kwestii: czemu przysługuje trafność i jaki jest właściwy sposób jej ustalania?

Speculative Experimentation, Exclusion, and Uneven Material Agencies: A Response to Mirka Koro’s Egon Guba Lecture

This article was presented as a response to Dr. Mirka Koro’s Egon Guba Lecture offered at the 2021 American Educational Research Association Conference.

Speculative Experimentation in (Methodological) Pluriverse

This article is slightly modified from the Invited Egon Guba Memorial Lecture I gave at the American Educational Research Association (AERA) annual meeting in 2021. Drs. Aaron Kuntz and Juha Suoranta served as my discussants and their individual responses and comments are linked to this article. I think of this article having many potential provocations and imagined audiences while I intentionally did not carry forward linear and logical argumentation structure. Instead, I thought about qualitative pasts, many presences of today’s qualitative inquiries and I aimed to vision potentially more diverse and inviting qualitative futures. I wrote within and through interrelated plural flows of relationality, including speculative, experimentative, and methodological flows. Furthermore, speculative experimentation inspired me as one methodological possibility as it offers opportunities for creative imagination, critical hesitation, reflective questioning, and thinking with unthinkable futures.

Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology

Purpose Limited evidence-based guidelines for test selection continue to result in inconsistency in test use and interpretation in speech-language pathology. A major barrier is the lack of explicit and consistent adoption of a validity framework by our field. In this viewpoint, we argue that adopting the conceptual validity framework in the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014) would support both the development of more meaningful and feasible clinical tests and more appropriate use and interpretation of tests in speech-language pathology. Method We describe and evaluate the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014) validity framework and consider its relevance to speech-language pathology. We describe how the validity framework could be integrated into clinical practice and include examples of how it could be applied to support common clinical decisions. We evaluate the costs and benefits of adopting this framework, from the perspectives of speech-language pathologists, clients, and test developers. Results The Standards' validity framework clarifies complex validity issues by shifting the focus of validity from tests to the decisions speech-language pathologists make based on test results. By focusing on decisions, the framework requires critical evaluation of test use, rather than evaluating tests against sets of criteria. Adopting this framework has the potential for appreciable improvement in the way tests are used and valued across our profession. Conclusions Speech-language pathologists, test developers, and clients will benefit from improved evidence-based assessment practices. It is recommended that regulators, test developers, professional associations, universities, and researchers adopt the framework and endorse it as best practice moving forward. This viewpoint proposes a series of first steps toward supporting uptake of the framework into research and practice.

Evaluating the Reporting Quality of Researcher-Developed Alphabet Knowledge Measures: How Transparent and Replicable Is It?

The American Educational Research Association and American Psychological Association published standards for reporting on research. The transparency of reporting measures and data collection is paramount for interpretability and replicability of research. We analyzed 57 articles that assessed alphabet knowledge (AK) using researcher-developed measures. The quality of reporting on different elements of AK measures and data collection was not related to the journal type nor to the impact factor or rank of the journal but rather seemed to depend on the individual author, reviewers, and journal editor. We propose various topics related to effective reporting of measures and data collection methods that we encourage the early childhood and literacy communities to discuss.

Creative Forest: an emergent learning environment

Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design projects for either self-discovery and knowledge creation or creative and entrepreneurial endeavour. The essence of the ecosystem relies on a permeable structure that allows participants to reveal tactics to reinvent, subvert, and recontextualise the folds and refolding of the learning space for meeting the needs and understanding of encounters of everyday practice. Learners are central to the ecosystem. “Learning is usually a progressive change in what we know or can do” (Nuthall, 2001). For Creative Forest, learners is a term that applies to everyone, everyone is a learner, everyone is a teacher, and learning to do by doing. Creative Forest is a reorientation in educational thinking that has challenged traditional, didactic education for its implied assumption of a separation between knowing and doing, where knowledge is treated as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. This assumption is in conflict with the social knowledge that emerges from learners’ interaction with each other and the Internet, which they use as a tool to reach out, interact, mentor and share experiences and knowledge. Given this situation, learning organisations are sometimes challenged to shift from their traditional role, perceived as the transfer of abstract, decontextualised formal concepts rather than personalised interconnecting socially constructed experiences (that promote critical learning and citizenship). Building a system that encourages students to co-construct, interact and collaborate on individually orientated projects shaped the foundation structure and supportive mechanisms for the development of Creative Forest. This paper presentation will discuss a journey into building Creative Forest as an emergent innovative learning environment and talk through its application in education, business and community contexts. References Nuthall, G, A. (2001) Student experience and learning process: Developing an evidence based theory of classroom learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.