<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000100226</article-id>
<article-id pub-id-type="doi">10.21814/rpe.21290</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de un taller de gamificación para formar al Homo Ludens educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of a gamification workshop to train the educational Homo Ludens]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de uma oficina de gamificação para formação do Homo Ludens educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belmonte]]></surname>
<given-names><![CDATA[Maria Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Sanz]]></surname>
<given-names><![CDATA[Marí Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Ramos]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>226</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000100226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El juego y los elementos lúdicos forman parte de la historia de la humanidad desde tiempos inmemoriales, estando casi siempre presentes en los procesos educativos. Dado que la gamificación incrementa la motivación y actitud hacia el aprendizaje, mejora la cognición espacial, la atención visual y la resolución de problemas, implica consecuencias satisfactorias en el compromiso, fomenta la capacidad de retención y optimiza los resultados académicos del alumnado, resulta conveniente ofrecer actualización pedagógica en este tema a los distintos agentes educativos. El propósito de esta investigación es conocer la formación en gamificación de un grupo de profesionales de una Fundación para personas con discapacidad intelectual, antes y después de realizar un taller específico sobre dicha metodología, analizando posibles diferencias significativas y tamaño del efecto entre pretest y postest, en función de algunas variables situacionales. Además, se pretende obtener perfiles profesionales, atendiendo a dichas variables y al nivel formativo en gamificación, antes y después del desarrollo del taller. Tras el estudio, se observa un aumento cuantitativo en las respuestas de los docentes, entre el pretest y el postest, siendo las diferencias entre sendas aplicaciones del cuestionario significativas y superando con creces el tamaño de estas diferencias el valor crítico establecido por Cohen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Play and playful elements have been part of human history since time immemorial, almost always being present in educational processes. Given that gamification increases motivation and attitude towards learning, improves spatial cognition, visual attention and problem solving, implies satisfactory consequences in the commitment, fosters retention capacity and optimizes the academic results of the students, it is convenient to offer pedagogical update on this topic to the different educational agents. The purpose of this research is to know the training in gamification of a group of professionals of a Foundation for people with intellectual disabilities, before and after conducting a specific workshop on said methodology, analyzing possible significant differences and size of the effect between pretest and posttest, depending on some situational variables. In addition, it is intended to obtain professional profiles, taking into account these variables and the training level in gamification, before and after the development of the workshop. After the study, a quantitative increase was observed in the teachers' responses, between the pretest and the posttest, with the differences between the two applications of the questionnaire being significant and the size of these differences far exceeding the critical value established by Cohen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O jogo e os elementos lúdicos fazem parte da história da humanidade desde tempos imemoriais, estando quase sempre presentes nos processos educativos. Dado que a gamificação melhora a motivação e a atitude perante a aprendizagem, melhora a cognição espacial, a atenção visual e a resolução de problemas, implica consequências satisfatórias no engajamento, promove a capacidade de retenção e otimiza os resultados académicos dos alunos, é conveniente oferecer atualização pedagógica sobre este assunto aos diferentes agentes educacionais. O objetivo desta pesquisa é conhecer a formação em gamificação de um grupo de profissionais de uma Fundação para pessoas com deficiência intelectual, antes e após a realização de um workshop específico sobre a referida metodologia, analisando possíveis diferenças significativas e tamanho de efeito entre pré e pós-teste, dependendo de algumas variáveis &#8203;&#8203;situacionais. Além disso, pretende-se obter perfis profissionais, tendo em conta essas variáveis &#8203;&#8203;e o nível de formação em gamificação, antes e depois do workshop. Após o estudo, observou-se um aumento quantitativo nas respostas dos professores entre o pré-teste e o pós-teste, sendo as diferenças entre as duas aplicações do questionário significativas, e o valor crítico estabelecido por Cohen superando em muito o tamanho destas diferenças.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Taller]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[discapacidad intelectual]]></kwd>
<kwd lng="es"><![CDATA[perfiles]]></kwd>
<kwd lng="en"><![CDATA[Course]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[profiles]]></kwd>
<kwd lng="pt"><![CDATA[Oficina]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[perfis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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