Adaptive Teaching Strategies Research Articles

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.

Medical education: Accommodating students with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of medical students worldwide. It is poorly recognised by educators, and therefore inadequately accommodated for in educational strategies. In order to investigate this further, a literature review and pilot survey were conducted. Health educators employed by The University of Newcastle, Australia, completed a short online survey, which focused on their understanding of, and ability to recognise and adapt teaching strategies for students with ADHD. The results of the survey informed the development of a resource that provided evidence-based strategies for supporting the learning of tertiary students with ADHD. In addition, the results of this pilot study may form the basis for further research in this domain. Given the prevalence and potential impact of ADHD on higher education, it is important to gain deeper insight into how medical educators can best engage and support students with ADHD. This knowledge may potentially reduce the negative impacts of this neurodiversity on students and support their learning and well-being throughout their medical career. Ultimately this may help doctors to achieve their full potential, especially in clinical decision-making.

Perception of Online Learning on Academic Performance of UMT Students, Lahore

Background: With online learning becoming an established facet of modern education, understanding its reception among specific student populations is crucial. This study offers a critical perspective on E-learning's impact by focusing on the academic performance of undergraduates at the University of Management and Technology (UMT), Lahore. Objective: The objective was to explore the differential effects of online learning on two distinct student groups within UMT, those in the Doctor of Physical Therapy (DPT) and Doctor of Nutritional Sciences (DNS) programs, thereby assessing the broader implications for academic performance. Methodology: A purposive sampling strategy was employed to conduct a cross-sectional survey with 200 UMT students, equally split between the DPT and DNS programs. The survey consisted of 26 closed-ended questions designed to capture students' attitudes toward online learning. Results: The survey elucidated a spectrum of responses: 12% of students strongly endorsed online learning, 30% were satisfied, and 31% remained ambivalent. In terms of learning quality, 32% perceived an improvement, with 14.5% strongly concurring. Neutral responses were evident in 31.5% of participants, while 18.5% disagreed and 8% strongly rejected the premise that online learning enhanced educational quality. Notably, 12% strongly affirmed satisfaction with E-learning. Conclusion: The prevailing sentiment toward online learning among UMT students is one of cautious optimism, characterized by a majority indicating approval or neutrality. However, the notable minority exhibiting disapproval suggests a need for a reassessment of online pedagogical methods. The study underscores the importance of developing adaptive teaching strategies that are responsive to the diverse needs and preferences of the student body, aiming to elevate academic performance across all sectors of the university.

Enhancing Teacher Preparation: A Case Study on the Impact of Integrating Real-World Teaching Experience in English Higher Education Programs

This case study examines the impact of real-world teaching experience on future teachers' preparedness and understanding of the teaching profession. The study utilized a mixed methods approach, with future teachers teaching classes to children and adapting their lesson plans for online scenarios. The research focused on two courses that prepare individuals for a career in teaching. It involved three phases, and pre-and post-surveys assessed the participants' progress and expectations regarding motivation, preparedness, familiarity with teaching methods, and ability to manage classroom situations. The findings revealed significant improvements in future teachers' motivation, familiarity with teaching methods, and preparedness to face students in a classroom. Integrating real-world teaching experience facilitated a deeper understanding of teaching approaches, critical thinking skills development, and the ability to adapt teaching strategies to different contexts. The study emphasizes the importance of providing prospective teachers with a well-rounded skill set, fostering the confidence to navigate the dynamic realm of teaching adeptly. By engaging in practical teaching experiences during their higher education, future teachers gain valuable insights into the profession, enhance their teaching methods, and develop the necessary skills to become proficient educators. The study provides valuable insights for English Higher Education Programs seeking to enhance teacher preparation and improve the quality of education. It underscores the importance of constructivist approaches and the fusion of theoretical knowledge with hands-on experience. English Higher Education programs must adapt to bridge the gap between theory and practice, nurturing capable educators who are committed to lifelong learning and the creation of meaningful learning environments.

Governance mechanisms, school principals and the challenge of personalized education in contexts

Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers’ autonomy, and pedagogical cultures. Most critical, however, is the unequal distribution of leadership opportunities. Beyond conflicting or contrived possibilities in school leadership arrangements and cultures, it should be recognized that certain contexts lack effective leadership as an organizational quality. Nevertheless, school principals are able to create coherent environments, offering space for debate and clarification of what equity and equality mean in terms of curriculum delivery, as well as supporting school-level structural facilitations and adaptations. This is a conceptual paper, at the crossroads of different research strands. It focuses on governance mechanisms and leadership tasks and skills in pedagogical and organizational school cultures. It argues that well-articulated school organization is needed, not only in terms of autonomy, but also with the possibility to collaborate, develop professionally, and engage locally in order to achieve equitable student-oriented teaching. The aim is to investigate the feasibility of supporting personalized and adaptive teaching strategies at the school level, in a variety of country contexts.

Harnessing Instagram® for collaborative learning in higher education

ABSTRACT This research proposes a methodological approach to using the social network Instagram® as a tool for collaborative e-learning activities in higher education. Collaborative e-learning activities are conducted on Instagram® through challenges and quizzes. The main aim of these activities is to encourage students’ creativity, motivation for learning, and collaboration through mutual interaction in assessing responses to challenges. The collected data were analyzed using social network analysis methods. The results showed students’ positive attitudes towards e-learning on social networks and readiness to use Instagram® for collaborative e-learning. The results further showed that social network analysis could provide teachers with valuable information about the students’ interactions and group dynamics, allow teachers to identify groups of students, and adapt teaching and learning strategies accordingly.

ADAPTIVE TEACHING STRATEGIES IN EARLY CHILDHOOD EDUCATION: A REVIEW FOR NIGERIA AND THE UK

This review paper explores the dynamic landscape of adaptive teaching strategies in early childhood education (ECE), focusing on a comparative analysis between Nigeria and the United Kingdom (UK). ECE plays a pivotal role in shaping the cognitive, social, and emotional development of young learners, and adaptive teaching strategies have emerged as essential tools to meet the diverse needs of children. The analysis reveals that Nigeria and the UK differ significantly in their educational contexts and share a common commitment to nurturing the potential of young learners. Nigeria’s approach is marked by cultural responsiveness, community engagement, and emerging inclusive practices amid access, quality assurance, and teacher training challenges. In contrast, the UK combines a well-established regulatory framework with an emphasis on professional development and assessment for learning. However, it grapples with affordability and inclusivity concerns. The recommendations included investments in teacher training, strengthening cultural responsiveness, promoting inclusive practices, infrastructure development, and maintaining a delicate balance between standardization and flexibility. Additionally, the paper underscores the importance of parental engagement, research, evaluation, and global collaboration in advancing the effectiveness of adaptive teaching strategies in ECE. This comparative exploration highlights the significance of context-specific approaches and fosters a global dialogue on early childhood education that respects cultural diversity, champions inclusivity, and recognizes the unique potential of each young learner.
 Keywords: Adaptive Teaching Strategies, Early Childhood Education, Comparative Analysis, Nigeria, United Kingdom, Parental Engagement, Teacher Training, Professional Development.

Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies

ABSTRACT Background Recent curricular reforms have aimed to make the Finnish education system more inclusive which requires the implementation of differentiated and individualized teaching practices within schools. In Finland, as it is internationally, efforts have been made to increase adaptive teaching strategies and collaborative practices between different professionals in the physical education (PE) context. So far, current research has revealed significant findings on how pupils with special educational needs and disabilities (SEND) can be successfully included in integrated/mainstream PE settings, focusing mainly on the perspectives of PE teachers. In comparison, little attention has been paid to the instructional strategies of different pedagogues involved in the PE classroom. Besides, little is known about how inclusive learning environments with an all-embracing approach that goes beyond the inclusion of pupils with SEND can be created in practice. Paying greater attention to these issues holds strong potential to enrich the existing knowledge regarding instructional strategies in PE and could help other teachers justify their educational choices. Methodology Drawing on the data from a multiple case study in a Finnish context, we explore how four PE teachers and four special education teachers attempted to work inclusively within PE. Document analysis of the current Finnish national curriculum and semi-structured interviews with special and physical education teachers were used to extend the current understanding of pedagogical practices for dealing with diversity in PE. The interviews have been content-analysed adopting deductive-inductive approach utilizing the TREE model and the Inclusion Spectrum. Findings The results of the present study illuminate how PE and special educators often showed willingness to modify the physical activities to meet the individual needs of all learners in PE which included the rules, equipment, and environmental modifications. The findings highlight the variety of instructional strategies used among participants in the PE context. Both teacher professions take individual responsibility for the teaching activities, but their traditional role as independent and autonomous professionals may also be an obstacle for collaboration. This research also identified the important role of collaborative structures and cultures which requires critical reflections of the individual aims and a shared vision of inclusive teaching. Conclusion Overall, this paper contributes to a growing body of pedagogical research portraying the perspectives of PE and special educators involved in the PE classroom. Future research should further examine the perspectives of different professionals as it may contribute to a more comprehensive perspective on diversity and inclusive teaching strategies.

Predicting ICT Students’ Profile Using AI and Social Network for a Post Pandemic Classroom

The study investigates the impact of the COVID-19 crisis on education, focusing on computer science graduates and the importance of Information and Communication Technology (ICT) skills aligned with job expectations. Employing a questionnaire-based approach and data mining algorithms, the research assesses students' self-reported ICT skills post-pandemic. Findings indicate students generally possess fundamental ICT skills but exhibit areas for improvement. The study emphasizes addressing gaps in graduates' profiles to enhance skillsets and adapt university curricula. Practical implications highlight the need to prepare students for the evolving workforce, and the research contributes to literature by enriching understanding of post-COVID-19 education. The approach, combining questionnaires and data mining, offers valuable insights for assessing and predicting students' skills in a post-pandemic context. This research serves as a foundation for adapting teaching strategies and curricula to meet evolving learner requirements.

Adapting or adopting? Critical thinking education in the East Asian cultural sphere: A systematic integrative review

Confucian culture influences the teaching effect of critical thinking (CT). Although education systems have taken measures to revise curricula and instruction, the lack of CT among students in some countries belonging to the East Asian cultural sphere is widely criticized, and it is generally believed that their education systems fail to develop CT skills in their students. Given these challenges, this study aims to analyze how the concept, assessment and instruction of CT has been included in education in these countries using an integrative systematic review. Based on a series of inclusion criteria, 62 articles were included, and their quantitative and qualitative characteristics were analyzed. Although cultural influence has been emphasized, researchers and educators generally adopt Western definitions of the concepts of CT without questioning their transferability. With regard to assessment, researchers rarely develop local instruments, and it is more common to adopt authoritative tools developed in Western countries without adaptation and without examining their reliability and validity. With regard to instruction, researchers rarely adapt teaching strategies based on local conditions, although culture and language affect teaching efficacy. The review provides a critical analysis of the contextualization of CT in the literature and outlines new directions for interested researchers and educators in the field of CT teaching.

Hong Kong secondary geography teachers’ resilience in the testing time of the Covid-19: challenges and adaptations

The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic.

UNVEILING THE EFFICACY OF VIRTUAL AND IN-PERSON PRESENTATIONS IN DELIVERING TEACHING MATERIAL: AN ANALYSIS ACROSS TRADITIONAL CLASSROOM AND ONLINE LEARNING ENVIRONMENTS

This study discusses the perspectives of lecturers in the Mandarin for Business Communication and Professional Department at Bosowa University on the effectiveness of both virtual and in-person presentations in the context of online and traditional classroom environments. The research explores their perceptions, experiences, and strategies as they integrate virtual presentations into their teaching methods during the start of the semester in 2023, while also investigating their readiness to adapt to different instructional approaches, including the potential transition to fully offline classes. Findings highlight the advantages of virtual presentations, such as the use of multimedia tools and digital resources to enhance the learning experience and accommodate diverse learning styles, as well as the convenience of recorded lectures for self-paced learning. Conversely, the study underscores the benefits of face-to-face interactions, fostering dynamic and spontaneous engagement, particularly in facilitating hands-on learning experiences and group activities. Technical challenges in virtual presentations and assessing student comprehension were identified as areas requiring attention. The study emphasizes the need for educators to adapt teaching strategies to capitalize on the unique strengths of each method and proposes instructional approaches, such as flipped learning, to optimize student engagement and participation in both virtual and traditional presentations. By contributing to the ongoing discourse on effective pedagogy, this research aims to enhance the quality of online and offline education, preparing lecturers and students for the demands of the dynamic and technology-driven learning environment

Distance learning and its relation to medical education in the present times

This scientific text addresses the evolution of distance education, highlighting the crucial role of information and communication technologies (ICT) in virtual education. The COVID-19 pandemic accelerated the transition to distance education, especially in Latin America, although challenges are faced due to the lack of infrastructure and Internet access in remote areas. The text introduces key concepts such as distance and virtual education, as well as ICTs. It explores pedagogical theories, such as cyberculture and connectivism, that support online teaching. Connectivism is highlighted as a theory that emphasizes the importance of connections and learning in changing and uncontrolled environments. Suggestions for applying connectivism in medical education are provided, including the use of blogs, social networking, and the creation of online communities. The text also emphasizes the need to constantly adapt teaching strategies to keep up with advances in the field of medicine and health sciences. Several tools applied to virtual teaching are described, such as the Zoom and Google Meet videoconferencing platforms, as well as the Moodle and Google Classroom learning platforms. In addition, design and gamification tools are mentioned, along with the importance of clouds for online storage and collaboration.

POHYBOVE ZRUCNOSTI ZIAKOV TRETIEHO A STVRTEHO ROCNIKA ZAKLADNEJ SKOLY

The purpose of physical and sports education at the primary education level is to develop motor abilities and acquire fundamental motor skills. Currently, we have available the MOBAK test battery, which enables the diagnosis of fundamental movement competencies in physical and sports education. This test battery could be a suitable test tool to easily find out and assess the level of competence areas within practice. Information obtained from individual test items could help teachers adapt teaching strategies to the needs of students. The aim of our research is to determine and compare the level of fundamental motor skills between third and fourth graders (n = 229; boys = 113, girls = 116) using the MOBAK 3-4 test battery. This contribution is a partial output of the VEGA grant project no. 1/0162/22 entitled "Pupils' movement competencies in the context of primary education - determinants and possibilities of stimulation."

TEACHING STRATEGIES AND TECHNICAL SKILLS IN ONLINE DISTANCE LEARNING

The research was entitled ?Teaching Strategies to the Technical Skills in online Distance Learning?. This study aimed to determine the effects of online teaching strategies in the acquisition of technical skills of grade 7 learners in Caritas Don Bosco School (CDBS). Specifically, it sought answers to the following questions; 1. What is the profile of the respondents as to; age and gender. 2. What is the level of teaching strategies in terms of; adaptive teaching, computational thinking, learning by doing, visualization and analogies. 3. What is the level of technical skills among grade 7 learners with regards to; calculation, critical thinking, performance of practical tasks and spatial visualization. 4. Do the teaching strategies have significant difference according to their gender? 5. Do the technical skills have significant difference according to their gender? 6. Is there a significant relationship between the teaching strategies and the technical skills of grade 7 learners in CDBS? The study adopted the quantitative descriptive research design and made use of survey questionnaire. A total on one hundred and twenty-four (124) learners of Caritas Don Bosco School for the school year 2021-2022 were used as respondents and selected through purposive sampling. Data were collected and analyzed through Mean, Median, Standard Deviation and Pearson r correlation tools. Findings revealed that, adaptive teaching strategy has strongly correlated among all the technical skills and interpreted as significant. The answers demonstrated that adaptive teaching, computational thinking, learning by doing, visualization, and analogies play a part in the learners' acquisition of technical skills in online distance learning. As a result, it is clear that learners gained the fundamental abilities. The null hypothesis that there is no significant difference between gender of the respondents and the teaching strategies was rejected. However, the null hypothesis stating that is no significant difference between gender of the respondents and the technical skills in online distance learning was accepted. The result shows that there is a significant relationship between the teaching strategies and the acquisition of technical skills in online distance learning among grade 7 learners in CDBS. It is recommended that learners should use their preferred learning styles in the execution of practical activities. Encourage them to devote more time to practicing practical skills. Technical faculty members who teach technical subjects are advised to continue to apply adaptive teaching strategies in the coming school years and to improve afterwards. Teachers are advised to evaluate, create and deliver differentiated solutions to meet the requirements of the students. And lastly, give reference to school principal and officials to demand that technical faculty members engage students in more laboratory and hands-on activities. Simultaneously, consider feasible teaching strategies to apply when the pandemic is over and the shift to traditional face-to-face classrooms occurs.

An Exploration of Metacognitive Practices in Gross Anatomy Educators

INTRODUCTIONMetacognition, the ability to monitor and regulate one’s thought processes, has been shown to benefit instructors by improving their effectiveness as teachers. Particularly with dissection‐based gross anatomy, instructors are dynamically using metacognitive processes to monitor student learning and adapt teaching strategies at table‐side. Therefore, the purpose of this study was to explore the metacognitive processes of gross anatomy instructors as they taught in an anatomy course for allied health students.METHODSAll instructors in a doctoral‐level dissection‐based gross anatomy course, including faculty, associate instructors (AIs), and near‐peer teaching assistants (TAs), were invited to participate in this IRB‐approved study. All instructors participated in facilitating lab dissections. At the start and end of the course, instructors were invited to complete pre‐ and post‐questionnaires which included the Teacher Metacognition Inventory (TMI), a 28‐item survey that assesses metacognition as it relates to teaching. Pre‐ and post‐TMI scores were analyzed using Wilcoxon Signed Rank and Kruskal‐Wallis H tests. After the dissection labs, instructors who were in attendance were asked to complete reflective journals to provide deeper insight into their metacognitive processes. Topics included self‐evaluations of teaching, emotions associated with teaching, and plans for future teaching sessions. Reflective journals were thematically analyzed using both deductive and inductive coding.RESULTSAll seven female instructors participated in this study, including two faculty, one AI, and four TAs (54% of instructors in the course). Due to the small number of participants, statistical significance could not be calculated for all tests. Between the start and end of the course, total TMI score increased from 106.9 to 114.0. TAs exhibited the greatest increase in total TMI score (Δmean=13.3) followed by the AI (Δmean=3.5) and faculty (Δmean=2.5). In the pre‐questionnaire, TAs, AIs, and faculty exhibited the greatest difference in Metacognitive Knowledge of Self. However, this difference was reduced in the post‐questionnaire, indicating that TAs demonstrated the greatest increase in this parameter. Several specific themes were identified through thematic analysis. For example, TAs were more internally‐focused on personal traits and content mastery whereas faculty were externally‐focused on interpersonal factors (e.g. student names, inclusive language, etc.).CONCLUSIONOverall, gross anatomy instructors improved their metacognition, particularly in relation to the metacognitive knowledge of their own strengths and weaknesses. TAs exhibited the most metacognitive growth while faculty remained consistent, possibly due to a ceiling effect. Upon reflection, TAs tended to focus on personal aspects while faculty focused on interpersonal aspects of teaching.SIGNIFICANCEThese insights into the metacognitive processes and educational priorities of anatomy instructors can inform how to best support their professional development at different stages in their careers. Novices may benefit more from content reviews while experienced instructors may benefit from pedagogical or communications training.

Reflection and data based adaptive teaching strategy for student centric learning

Reflection and data based adaptive teaching strategy for student centric learning

Impact of COVID-19 on public health nursing student learning outcomes.

BackgroundThe COVID‐19 pandemic has highlighted the importance of a strong, effective public health nursing workforce while also requiring public health nursing faculty to adapt teaching strategies as courses transitioned online. It is essential to understand how the pandemic‐enforced transition from face‐to‐face to remote learning impacts student outcomes. The purpose of this paper is to compare student learning outcomes in a pre‐licensure public health nursing course before, during, and after the transition to remote learning.MethodsDescriptive statistics were computed for assignments, exams, and final course grades for three terms (Fall 2019, Spring 2020 and Fall 2020).ResultsAnalysis showed statistically significant differences between terms for assignments and exams but not the final course grade. However, these differences were driven by small standard deviations rather than differences between mean scores demonstrating that there was actual little difference in student learning outcomes across terms.ConclusionsAuthors suggest strategies to support consistent academic outcomes and future research needed understand student learning outcomes during the pandemic; ultimately building the public health nursing workforce necessary to address the current and future public health crises.

Maintaining Middle School Students’ Engagement in Virtual Learning Environments

The current COVID-19 pandemic has created many challenges for teachers as they transition to teaching in virtual learning environments. Virtual learning environments have forced educators to adapt teaching strategies and become creative and innovative to maintain student engagement (Korkmaz & Toraman, 2020). Middle school social studies teachers have always dealt with a lack of student interest in learning history, and the current instructional setting is requiring a reimagined teacher craft to deliver high-quality instruction. The interaction between students and teachers often depends on the content, highly effective questioning, choice in response methods, technology tools, or learning platforms (Czerkawski & Lyman, 2016). A conceptual understanding of the types of engagement, including cognitive, affective, and behavioral (Buric & Franzel, 2020; Raes, Vanneste, Pieters, Windey, Van Den Noortgate & Depaepe, 2020; Van Uden, Ritzen & Pieters, 2013; Ding, Kim & Orey, 2017) will help inform the types of instructional strategies that will be most effective at increasing and maintaining student engagement. The purpose of this phenomenological study was to describe the experiences and problems associated with engaging students in virtual learning environments for middle school social studies teachers in a border school district with over 40,000 students. The overarching theme that emerged from the data collected was that teachers play a significant role in creating a learning environment that supports students, encourages participation through interactive technology, and nurtures relationships to promote student engagement. Findings suggest educators understand the challenges educators face to keep students engaged and motivated, and some of the best practices that can increase student engagement in virtual learning.

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review.

The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.