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      Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

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          Abstract

          The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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          The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
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                Author and article information

                Contributors
                URI : http://loop.frontiersin.org/people/497596/overview
                URI : http://loop.frontiersin.org/people/362671/overview
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                21 May 2021
                2021
                21 May 2021
                : 12
                : 648552
                Affiliations
                [1] 1Department of Psychology, University of Almería , Almería, Spain
                [2] 2Center for Neuropsychological Assessment and Neurorehabilitation (CERNEP), University of Almería , Almeria, Spain
                Author notes

                Edited by: Douglas F. Kauffman, Medical University of the Americas – Nevis, United States

                Reviewed by: Andrea Paula Goldin, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina; Mwarumba Mwavita, Oklahoma State University, United States

                *Correspondence: Francisco Antonio Nieto-Escamez, pnieto@ 123456ual.es

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.648552
                8175641
                34093334
                5ad9b07f-b1a5-450a-ab97-73a41c97b4dd
                Copyright © 2021 Nieto-Escamez and Roldán-Tapia.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 31 December 2020
                : 14 April 2021
                Page count
                Figures: 0, Tables: 1, Equations: 0, References: 45, Pages: 9, Words: 0
                Categories
                Psychology
                Mini Review

                Clinical Psychology & Psychiatry
                gamification,videogame,simulation,covid-19,distance learning,motivation,student satisfaction,engagement

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