Percepción docente sobre la gamificación de la evaluación en la asignatura de Historia en educación secundaria

espanolEl objetivo de este estudio es analizar la percepcion de los docentes respecto a la aplicacion de un examen gamificado para evaluar la asignatura de Historia en educacion secundaria. La muestra la conforman 192 profesores de Geografia e Historia de la provincia de Malaga (Espana), separados en un grupo control (110), que aplicaran un examen tradicional, y un grupo experimental (82), que implementaran el de base ludica. A ambos grupos se le administro un cuestionario estandarizado sobre evaluacion gamificada. Los resultados reflejan que la prueba gamificada es mejor percibida por los docentes que la tradicional, encontrando diferencias significativas en todas las areas analizadas. Considerando los resultados de este estudio, se concluye que la evaluacion gamificada es mejor valorada por los docentes, destacando como principales ventajas el aumento de la motivacion y la capacidad de la prueba para dar continuidad al aprendizaje fuera del contexto escolar. EnglishThe objective of this study was to analyze the perception of teachers regarding the application of a gamified exam to evaluate the subject of History in secondary education. The sample was composed of 192 professors of Geography and History from the province of Malaga (Spain). They were separated into a control group (110 professors) that applied a traditional exam and an experimental group (82 professors) that implemented the gamified exam. Both groups were administered a standardized questionnaire on gamified evaluation. The results showed that the gamified exam was better perceived by teachers than the traditional exam. There were significant differences between both exams in all areas analyzed. In conclusion, the gamified evaluation was better valued by teachers than the traditional exam. Gamified evaluation was highlighted by two main advantages: 1) the increase in motivation and 2) the capacity of the exam to facilitate continuity to learning outside the school context.