Experiences and possibilities of playful learning in Latin America and Peru: A Critical Review

de Liñan M.M.P.V.; Obando-Peralta E.C. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2024) · DOI: 10.5281/zenodo.12598443

Resumen

The objective of this article is to analyze the concept of gamification and its application in the Latin American educational context, with special emphasis on Peru. To this end, it examines the historical development of gamification, from its emergence associated with mechanical elements in games, to its current definition as an effective pedagogical tool. It also highlights the use of techniques and playful elements to encourage student behavior, favoring feedback and active participation in learning. It is indicated that the main advan-tages of gamification lie in the development of soft skills, in the personalization of learning and in improve-ments in memory capacity; however, risks are also observed in its application, such as demotivation, themat-ic superficiality, digital gaps, among other aspects. Latin American and Peruvian attempts to promote the use of gamification as a useful tool to strengthen experiential learning and current pedagogical practices, from a holistic and multidisciplinary approach. The method used is that of documentary exploration, based on the guidelines of the post-positivist paradigm. It is concluded that gamification represents a promising but unfinished strategy in the Latin American and Peruvian educational context, but that it promotes student participation and engagement in the learning process.

Instituciones: Universidad Privada Antenor Orrego; Universidad Privada del Norte