<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732024000200047</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instrumento para la evaluación de conocimientos, actitudes y prácticas de docentes sobre gamificación (CAP-GD): diseño y validez de contenido]]></article-title>
<article-title xml:lang="en"><![CDATA[Instrument for assessing teacher&#8217;s knowledge, attitudes, and practices on gamification (KAP-TG): design and content validity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pulgarín-Arias]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinzón-Salazar]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ospina-Cano]]></surname>
<given-names><![CDATA[Sarah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz-González]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>95</numero>
<fpage>47</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732024000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732024000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732024000200047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen La aplicación de la gamificación en el aula posibilita la creación de escenarios de enseñanza-aprendizaje innovadores y significativos que repercuten enel trabajo docente. En este estudio se diseñó y validó un instrumento de evaluación sobre los conocimientos, actitudes y prácticas de la gamificación en docentes y, para cuantificar la validez de contenido por criterios de jueces se utilizó el coeficiente V-Aiken (se consideró un valor &#8805; 0.7) y se calcularon los intervalos de confianza. Los seis expertos que participaron evaluaron la claridad, coherencia, relevancia y suficiencia de los 54 ítems propuestos y sus tres dimensiones (cononimientos, actitudes y prácticas). Se confirma una estructura del instrumento de 46 ítems. Se discuten los resultados y los aportes a los procesos de enseñanza-aprendizaje en la educación. Se concluye que el CAP-GD es una herramienta válida en la población objeto de estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The application of gamification in the classroom makes it possible to create innovative and significant teaching-learning scenarios that impact the involvement of teaching work. In this study, an evaluation instrument was designed and validated on the knowledge, attitudes and practices of gamification in teachers and, to quantify the content validity by judges&#8217; criteria, the V-Aiken coefficient was used (a value &#8805; 0.7 was considered) and confidence intervals were calculated. The six experts who participated evaluated the clarity, coherence, relevance, and sufficiency of the 54 proposed items and their three dimensions (knowledge, attitudes, and practices). A structure of the instrument of 46 items is confirmed. The results and contributions to the teaching-learning processes in education are discussed. It is concluded that the KAP-TG is a valid tool in the population under study.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actitudes]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[instrumento de medida]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[measurement instrument]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching skills]]></kwd>
</kwd-group>
</article-meta>
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