<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100663</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1908</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transformando el aprendizaje de Metodología de Investigación: una revisión sistemática de gamificación y otras estrategias de aprendizaje activo]]></article-title>
<article-title xml:lang="en"><![CDATA[Transforming Research Methodology learning: a systematic review of active learning strategies]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metodologia de Pesquisa Transformando a Aprendizagem: Uma Revisão Sistemática da Gamificação e Outras Estratégias Ativas de Aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Calleros]]></surname>
<given-names><![CDATA[Claudia Blanca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Gastelú]]></surname>
<given-names><![CDATA[Carlos Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100663&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100663&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100663&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Metodología de Investigación es una asignatura importante, aunque desafiante para muchos estudiantes universitarios. Por tanto, en esta investigación se realizó una revisión sistemática de la literatura de los últimos cinco años que sirvió para seleccionar veintiséis estudios que cumplían con los criterios establecidos de calidad metodológica y práctica. Esta revisión evidenció una percepción generalizada negativa hacia esta materia. De hecho, a pesar de su relevancia, parece que la enseñanza en este ámbito aún no ha alcanzado la efectividad deseada. No obstante, se observa un enfoque prometedor con la implementación de estrategias de aprendizaje activo, como la gamificación, las clases invertidas y el aprendizaje colaborativo, las cuales buscan hacer que dicho proceso resulte más atractivo y participativo. El estudio, por ende, subraya la importancia de proporcionar una formación integral que abarque aspectos tecnológicos, pedagógicos y curriculares. Además, destaca la necesidad de reformar las políticas institucionales para fomentar una sólida competencia en investigación. Por último, se plantea la necesidad de una transformación completa en la manera de abordar la enseñanza de la metodología de investigación, incorporando la gamificación y estrategias didácticas con el fin de mejorar la calidad del proceso de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research methodology is an important but challenging subject for many university students. In this study, a systematic literature review of the last five years was conducted, selecting twenty-six studies that met the established criteria for methodological and practical quality. Revealing a widespread negative perception surrounding this subject. Despite its relevance, it seems that teaching in this field has not achieved the desired effectiveness. However, a promising approach is observed: the implementation of active learning strategies, such as gamification, flipped classrooms, and active learning, is gaining ground. These strategies aim to make the learning process of research methodology more engaging and participatory. The study emphasizes the importance of providing comprehensive training that encompasses technological, pedagogical, and curricular aspects. Additionally, it highlights the need to reform institutional policies to promote strong research competence. There is a call for a complete transformation in the way research methodology is taught, incorporating gamification and didactic strategies to enhance the quality of the learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Metodologia de Pesquisa é um assunto importante, embora desafiador, para muitos estudantes universitários. Portanto, nesta pesquisa foi realizada uma revisão sistemática da literatura dos últimos cinco anos, que serviu para selecionar vinte e seis estudos que atendiam aos critérios estabelecidos de qualidade metodológica e prática. Esta revisão revelou uma percepção negativa generalizada em relação a esta matéria. Na verdade, apesar da sua relevância, parece que o ensino nesta área ainda não atingiu a eficácia desejada. Porém, observa-se uma abordagem promissora com a implementação de estratégias ativas de aprendizagem, como gamificação, aulas invertidas e aprendizagem colaborativa, que buscam tornar esse processo mais atrativo e participativo. O estudo, portanto, destaca a importância de proporcionar uma formação integral que abranja aspectos tecnológicos, pedagógicos e curriculares. Além disso, destaca a necessidade de reformar as políticas institucionais para promover uma forte competência em investigação. Por fim, levanta-se a necessidade de uma transformação completa na forma de abordar o ensino da metodologia de pesquisa, incorporando gamificação e estratégias de ensino a fim de melhorar a qualidade do processo de aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de ensino]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[metodologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<name>
<surname><![CDATA[Kaur]]></surname>
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<surname><![CDATA[Bhatia]]></surname>
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<article-title xml:lang=""><![CDATA[The impact of sensitizing 1st year undergraduate medical students to research methodology]]></article-title>
<source><![CDATA[Journal of Education and Health Promotion]]></source>
<year>2022</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
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</article>
