La gamificación en la formación del profesorado: Сómo mejorar la motivación de los futuros maestros de primaria

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.03.10

Palabras clave:

gamificación del proceso educativo, motivación, futuros maestros de primaria, entorno digital, educación superior.

Resumen

La gamificación se ha consolidado como un enfoque pedagógico eficaz para potenciar la motivación y la competencia profesional de los estudiantes en la educación superior. Este estudio tuvo como objetivo desarrollar y evaluar la efectividad de un sistema de instrucción basado en la gamificación, diseñado para mejorar la motivación de los futuros maestros de primaria. Un diseño de investigación de métodos mixtos combinó el análisis teórico con un experimento pedagógico en el que participaron 104 estudiantes de primer año de la carrera de Educación Primaria, asignados aleatoriamente a un grupo experimental (n = 52) y a un grupo de control (n = 52). La intervención integró herramientas digitales de gamificación, actividades de aprendizaje interactivas y condiciones pedagógicas específicas. El grupo experimental demostró una mejora significativamente mayor que el grupo de control. La proporción de estudiantes que alcanzaron niveles creativos y profesionales aumentó del 26,9 % al 73,1 % en el criterio motivacional y del 26,9 % al 71,2 % en el criterio de contenido-actividad, mientras que la proporción en el nivel bajo disminuyó del 42,3 % al 7,7 % y del 40,4 % al 9,6 %, respectivamente. El análisis estadístico confirmó diferencias significativas entre grupos tras la intervención (t > 1,967, p < 0,05). Los resultados demuestran que la integración sistemática de la gamificación en la formación docente con apoyo digital mejora significativamente la motivación y la competencia profesional de los estudiantes.

Biografía del autor/a

Nataliia Lystopad, The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine. 

Researcher of the O. Ya. Savchenko Department of Primary Education, The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine. 

Halyna Kit, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of Department of Primary Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine.

Ruslana Danyliak, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

Ph.D. (Pedagogy), Associate Professor, Associate Professor of the Pedagogy and Methods of Primary Education Department, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

Nataliia Mordovtseva, State Institution Luhansk Taras Shevchenko National University, Lubny, Ukraine. 

Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Primary Education, State Institution Luhansk Taras Shevchenko National University, Lubny, Ukraine. 

Oksana Tsalapova, State Institution Luhansk Taras Shevchenko National University, Luhansk, Ukraine. 

Candidate of Philological Sciences, Associate Professor, Associate Professor of the Department of Primary Education, State Institution Luhansk Taras Shevchenko National University, Luhansk, Ukraine. 

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Publicado

2026-09-30

Cómo citar

Lystopad, N., Kit, H., Danyliak, R., Mordovtseva, N., & Tsalapova, O. (2026). La gamificación en la formación del profesorado: Сómo mejorar la motivación de los futuros maestros de primaria. Revista Eduweb, 20(3), 171–187. https://doi.org/10.46502/issn.1856-7576/2026.20.03.10

Número

Vol. 20 Núm. 3 (2026)

Sección

Artículos

Licencia

Derechos de autor 2026 Nataliia Lystopad, Halyna Kit, Ruslana Danyliak, Nataliia Mordovtseva, Oksana Tsalapova

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.