<?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>S2007-74672024000200769</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2157</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis sistemático del empleo de la gamificación en el desarrollo de software o aplicaciones educativas de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic analysis of the use of gamification in the development of mathematics educational software or applications]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise sistemática da utilização da gamificação no desenvolvimento de software ou aplicações educativas no domínio da matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ledesma]]></surname>
<given-names><![CDATA[Elena Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Cómputo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200769&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200769&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200769&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el nuevo milenio ha habido un crecimiento considerable de estudios que abordan la técnica de gamificación para el desarrollo de software que es útil en la educación. La finalidad de este artículo fue hacer una revisión de la literatura, para indicar al lector qué elementos de la gamificación son los que más se emplean en la construcción de software educativo y aplicaciones móviles educativas, y que apoyan a mejorar tanto la motivación como el rendimiento académico de estudiantes que cursan matemáticas. Para llevar a cabo este análisis, se empleó la metodología PRISMA (preferred reporting ítems for systematic reviews and meta-analyses), ya que permitió realizar una búsqueda de artículos, en 4 distintas bases de datos, a partir de palabras clave relacionadas con la gamificación y el software educativo. En una primera revisión se encontraron 437 artículos, después de aplicar los criterios de exclusión, se redujo a 37 artículos científicos. A partir del análisis realizado se concluyó que el 68% de los estudios revisados permitieron aumentar la motivación de sus estudiantes y 49% logró mejorar el rendimiento académico de los mismos. Estos resultados fueron obtenidos con el empleo de diferentes técnicas estadísticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the new millennium there has been a considerable growth of studies that address the gamification technique for the development of software that is useful in education. The purpose of this article is to make a review of the literature, to indicate to the reader which elements of gamification are the most commonly used in the construction of educational software and educational mobile applications. In order to carry out this analysis, the PRISMA (preferred reporting items for systematic reviews and meta-analyses) methodology was used, since it allows a search for articles in different databases, based on keywords: educational software and gamification. To carry out this analysis, the PRISMA methodology was used, since it allowed a search of articles in 4 different databases, based on keywords related to gamification and educational software. In a first review, 437 articles were found; after applying the exclusion criteria, this was reduced to 37 scientific articles. From the analysis it was concluded that 68% of the reviewed studies allowed to increase the motivation of their students and 49% managed to improve their academic performance. These results were obtained with the use of different statistical techniques.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No novo milénio tem havido um crescimento considerável de estudos que abordam a técnica da gamificação para o desenvolvimento de software útil na educação. O objetivo deste artigo é fazer uma revisão da literatura, para indicar ao leitor quais os elementos de gamificação mais utilizados na construção de software educativo e aplicações móveis educativas. Para realizar esta análise, foi utilizada a metodologia PRISMA (preferred reporting items for systematic reviews and meta-analyses), que permite uma pesquisa de artigos em diferentes bases de dados, com base nas palavras-chave: software educativo e gamificação. Para efetuar esta análise, foi utilizada a metodologia PRISMA, que permitiu uma pesquisa de artigos em 4 bases de dados diferentes, com base em palavras-chave relacionadas com a gamificação e o software educativo. Numa primeira revisão, foram encontrados 437 artigos; após a aplicação dos critérios de exclusão, estes foram reduzidos a 37 artigos científicos. Da análise concluiu-se que 68% dos estudos revistos aumentaram a motivação dos seus alunos e 49% melhoraram o seu desempenho académico. Estes resultados foram obtidos através de diferentes técnicas estatísticas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adaptabilidad]]></kwd>
<kwd lng="es"><![CDATA[aplicaciones móviles gamificadas]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[software educativo de matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Adaptability]]></kwd>
<kwd lng="en"><![CDATA[Gamified mobile apps]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[mathematics educational software]]></kwd>
<kwd lng="pt"><![CDATA[Adaptabilidade]]></kwd>
<kwd lng="pt"><![CDATA[aplicações móveis gamificadas]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[software educativo de matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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