Resumo

MONTALVO SALAZAR, Sergio; HERNANDEZ GONZALEZ, Anaisa; MUNOZ CASTILLO, Vanessa  e  VEGA CRUZ, Gilda María. Gamifying Moodle Platform: ¿Myth or Reality?. RP [online]. 2022, vol.10, n.3, pp. 17-34.  Epub 11-Nov-2022. ISSN 2308-3042.

Despite the development achieved by humankind, much remains to be done so that the use of technologies contributes to personalize learning through the use of games. It is necessary to count on teachers who are eager to use student-centered teaching methods that motivate them to employ Information and Communication Technology (ICT) for the benefit of their own learning. The impact of the pandemic has promoted the use of Learning Management Systems (LMS) as educational technologies capable of bringing the classroom closer to home. Among the different LMS, Moodle is characterized by being open source, offering multiple options to teachers for working with students at distance and having a high level of support thanks to its community. The results achieved in the use of gamification in education have redirected the efforts of teachers to increasingly integrate the elements provided by games in the teaching-learning process. Moodle platform has not been left behind in providing forms or complements that allow the game design techniques to be applied in the activities and courses designed. However, there are criteria supporting that Moodle does not have the ability to gamify its courses. Precisely, the objective of this article is to analyze and demonstrate the capabilities of the Moodle platform to integrate one of the trends with the greatest impact on young generations: the gamification of education.

Palavras-chave : personalization of learning; Moodle platform; gamification.

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