<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2020000100120</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2020)0054-002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[&#8220;Gamificación&#8221; de la enseñanza para ciencia, tecnología, ingeniería y matemáticas: cartografía conceptual]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;Gamification&#8221; of teaching science, technology, engineering and mathematics: Conceptual cartography]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Rivera]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero-Nahón]]></surname>
<given-names><![CDATA[Alexandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canchola-Magdaleno]]></surname>
<given-names><![CDATA[Sandra Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<numero>54</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2020000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2020000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2020000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de esta investigación documental, realizada con el método de la cartografía conceptual, fue hacer un estudio del término gamificación en el aprendizaje de la ciencia, la tecnología, la ingeniería y las matemáticas (CTIM). En total, se obtuvieron 287 textos, de los cuales se seleccionaron 39 documentos para revisión. Los ejes de análisis fueron: noción, categorización, caracterización, diferenciación, división, vinculación, metodología y ejemplificación. El resultado consistió en una sistematización del concepto gamificación y sus aspectos metodológicos para la enseñanza de las CTIM. El hallazgo principal fue una diferenciación entre gamificación, juegos educativos serios y aprendizaje basado en juegos. Lo anterior permitirá planificar estrategias educativas diferenciadas de acuerdo con objetivos de enseñanza específicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this documentary research, carried out with the method of Conceptual Cartography, was to make a conceptual study of the term &#8220;gamification&#8221;, specifically in the learning of science, technology, engineering and mathematics (STEM). A total of 287 texts were obtained and finally 39 documents were selected for revision. Eight axes of analysis were applied: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result was a systematization of the concept &#8220;gamification&#8221; and its methodological aspects for the teaching of STEM. The main finding was a differentiation between &#8220;gamification&#8221;, &#8220;educative serious games&#8221; and &#8220;game-based learning&#8221;. This would allow planning differentiated educational strategies according to specific teaching objectives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[juegos educativos serios]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en juegos]]></kwd>
<kwd lng="es"><![CDATA[cartografía conceptual]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[conceptual cartography]]></kwd>
<kwd lng="en"><![CDATA[educative serious games]]></kwd>
<kwd lng="en"><![CDATA[game-based learning]]></kwd>
</kwd-group>
</article-meta>
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</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconocimiento afectivo y gamificación aplicados al aprendizaje de lógica algorítmica y programación]]></article-title>
<source><![CDATA[Revista Electrónica de Investigación Educativa]]></source>
<year>2018</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>115-25</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
