Impact of Gamification on Collaborative Learning Development: A Quantitative Experimental Approach

Benjamin Maraza-Quispe, Walter Choquehuanca-Quispe, Nicolas Esleyder Caytuiro-Silva, Jorge Luis Torres-Loayza

Producción científica: Contribución a una revistaArtículorevisión exhaustiva


The objective of the research is to assess the impact of using the Classcraft gamification platform to promote collaborative work among students in Regular Basic Education. The selected population consisted of 100 third-grade high school students, with the experimental sample comprising 27 students selected through non-probabilistic convenience sampling, based on inclusion criteria such as technological skills and tool management. The activities developed detail learning sessions designed to develop various aspects of collaborative work using the Classcraft gamification platform. The data collection instrument includes a questionnaire divided into 5 dimensions: Positive interdependence, task interdependence, individual and group responsibility, interpersonal and small group skills, and internal team management. Each dimension contains items rated on a scale from 1 to 5. The pretest results showed that the majority of students had a regular level of collaborative work. However, in the posttest, a significant increase in the "Good" level was observed, indicating effective development of collaborative work following the intervention with the Classcraft platform. In conclusion, the study demonstrated that the use of the Classcraft gamification platform had a positive impact on the development of collaborative work in high school students. The results suggest that the implementation of this platform contributed to strengthening internal team management skills and collaborative learning, improving interdependence, and individual and group responsibility among students. These findings support the initial hypothesis and underscore the importance of gamification in the educational context for promoting effective collaboration among students.

Idioma originalInglés
Páginas (desde-hasta)1
Número de páginas1
PublicaciónRevista Iberoamericana de Tecnologias del Aprendizaje
EstadoAceptada/en prensa - 2024
Publicado de forma externa


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