<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802020000200006</article-id>
<article-id pub-id-type="doi">10.32870/ap.v12n2.1849</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en la educación a distancia: experiencias en un modelo educativo universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in distance education: experiences in a university educational model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Cabrera]]></surname>
<given-names><![CDATA[William René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiñonez Pech]]></surname>
<given-names><![CDATA[Sergio Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>6</fpage>
<lpage>19</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802020000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802020000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802020000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo es el resultado de una investigación para comprobar si las estrategias de gamificación en un curso a distancia en la Universidad Autónoma de Yucatán (UADY) son consideradas como prácticas educativas innovadoras, de acuerdo con los elementos de su modelo educativo, y si estas estrategias son pertinentes según la percepción de los estudiantes. El curso fue elaborado a través de un modelo de diseño instruccional y se utilizaron tres estrategias básicas de gamificación (narrativa, cuarto de escape y &#8220;tríada PET&#8221;). Para valorar estas estrategias fueron utilizados los diarios reflexivos de los estudiantes, así como sus comentarios en los foros de discusión. Se encontró que las características del modelo educativo de la UADY permiten desarrollar estrategias innovadoras como la gamificación; por otro lado, los estudiantes manifestaron tener experiencias con nuevas formas de aprendizaje y el desarrollo de comportamientos como la motivación y el trabajo en equipo. Estos hallazgos son consistentes con la literatura y generan perspectivas positivas para el desarrollo de la gamificación en la educación a distancia en el nivel universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is the result of an investigation to verify if the gamification strategies in a distance learning course at the Universidad Autónoma de Yucatán (UADY) are considered as innovative educational practices, according to the elements of its educational model, and to verify the relevance of these strategies through the students&#8217; perception. The course was developed through an instructional design model using three basic gamification strategies (storytelling, escape room and &#8220;PBL&#8221;). Students&#8217; reflective journals were used to assess these strategies, as well as their comments in the discussion forums. It was found that the characteristics of UADY&#8217;s educational model allow the development of innovative strategies such as gamification and, on the other hand, students reported having experiences such as new ways of learning and developing behaviors such as motivation and teamwork. These findings are consistent with the literature and generate positive perspectives for the development of gamification in distance education at the university level.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estrategia educativa]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[modelo educativo]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational strategy]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[educational model]]></kwd>
</kwd-group>
</article-meta>
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