Abstract
In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In order to promote learning and reduce negative behaviors and increase positive ones, intervention on students of 1st year of ESO (compulsory secondary education) was implemented. The intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. Taking advantage of the game design principles and mechanics in the learning environment to create motivation and interest, in addition to the information and communication technologies (ICT) represented by ClassDojo, the experimental study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.
Highlights
This paper presents a case study of using a digital tool to manage classroom behavior in a secondary school
The importance of this study is because classroom management is a crucial aspect of the teaching and learning experience and it may enhance or disrupt its flow
In an educational context, gamification, which has a ludic nature, facilitates the internalization of the concepts in a motivating way which generates a positive experience for the student
Summary
This paper presents a case study of using a digital tool to manage classroom behavior in a secondary school. In an educational context, gamification, which has a ludic nature, facilitates the internalization of the concepts in a motivating way which generates a positive experience for the student It promotes interest in the activities, developing their engagement with their learning and encouraging their spirit of improvement in order to get good results in the tasks while, at the same time, they are absorbing knowledge in an attractive and entertaining way [27]. During the creation of gamified activities, teachers have to take the abilities and the previous knowledge of their students into consideration, due to the fact that the level of the challenges could be either high or low and the objectives may not be achieved These situations may cause stress, frustration and fear of failure, and boredom and loss of interest, so it is important that they perceive the activities as a flow in which they are focused and engaged [33].
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