<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2308-3042</journal-id>
<journal-title><![CDATA[Referencia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[RP]]></abbrev-journal-title>
<issn>2308-3042</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica de La Habana "José Antonio Echeverría", Cujae. Centro de Referencia para la Educación de Avanzada (CREA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2308-30422022000300017</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en la Plataforma Moodle: ¿Mito o Realidad?]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamifying Moodle Platform: ¿Myth or Reality?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montalvo Salazar]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández González]]></surname>
<given-names><![CDATA[Anaisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Castillo]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega Cruz]]></surname>
<given-names><![CDATA[Gilda María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de La Habana &#8220;José Antonio Echeverría&#8221;, (CUJAE)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>17</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2308-30422022000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2308-30422022000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2308-30422022000300017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A pesar del desarrollo alcanzado por la humanidad, queda mucho por hacer para que el uso de las tecnologías contribuya a hacer realidad la personalización del aprendizaje a través del juego. Es necesario contar con docentes ávidos en la aplicación de métodos de enseñanza centrados en el estudiante que los motiven a utilizar las TIC en beneficio de su propio aprendizaje. El impacto de la pandemia ha impulsado el uso de los Sistemas de Gestión del Aprendizaje (LMS) como tecnología educativa capaz de acercar el aula a las casas. Entre los diferentes LMS se destaca Moodle por ser de código abierto, brindar múltiples opciones a los docentes para el trabajo con los estudiantes a distancia y poseer un gran nivel de soporte gracias a su comunidad. Los resultados alcanzados en el empleo de la gamificación en la educación han redirigido los esfuerzos de los docentes en integrar cada vez más los elementos que brinda el juego en el proceso de enseñanza aprendizaje. La plataforma Moodle no se ha quedado atrás en proveer formas o complementos que permitan llevar el juego a las actividades y cursos que gestiona. Sin embargo, existen criterios que opinan que Moodle no tiene la capacidad para gamificar sus cursos. Precisamente el objetivo del presente artículo es analizar y demostrar las capacidades que posee la plataforma Moodle para integrar una de las tendencias que más impacto ha logrado en las jóvenes generaciones: la gamificación de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[personalización del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Moodle]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="en"><![CDATA[personalization of learning]]></kwd>
<kwd lng="en"><![CDATA[Moodle platform]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
</kwd-group>
</article-meta>
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