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Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies

Author

Listed:
  • Ana Manzano-León

    (Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Pablo Camacho-Lazarraga

    (Centro Universitario San Isidoro, 41092 Seville, Spain)

  • Miguel A. Guerrero-Puerta

    (Department of Education, University of Seville, 41004 Seville, Spain)

  • Laura Guerrero-Puerta

    (Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain)

  • Antonio Alias

    (Department of Education, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Rubén Trigueros

    (Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

Abstract

Playful learning strategies, such as educational gamification, game-based learning, and escape rooms are increasingly being incorporated into the university education system. In this study, it aims to develop and validate an instrument to analyze motivation regarding the use of playful learning strategies in university students. A total of 450 university students aged between 18 and 55 (Mean = 22.72; Standard Deviation = 5.01) were part of the sample, with whom playful strategies were implemented during the 2019/2020 school year. The results obtained in the confirmatory factor analysis indicate that the questionnaire on motivation for playful learning strategies has adequate psychometric properties to assess the motivation and perception of student learning in the implementation of ludic strategies in the classroom in the Spanish university context.

Suggested Citation

  • Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero-Puerta & Laura Guerrero-Puerta & Antonio Alias & José M. Aguilar-Parra & Rubén Trigueros, 2021. "Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies," IJERPH, MDPI, vol. 18(3), pages 1-10, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:960-:d:485244
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    References listed on IDEAS

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    1. Tania Ouariachi & Chih-Yen Li & Wim J. L. Elving, 2020. "Gamification Approaches for Education and Engagement on Pro-Environmental Behaviors: Searching for Best Practices," Sustainability, MDPI, vol. 12(11), pages 1-14, June.
    2. Eppmann, René & Bekk, Magdalena & Klein, Kristina, 2018. "Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]," Journal of Interactive Marketing, Elsevier, vol. 43(C), pages 98-115.
    3. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero-Puerta & Laura Guerrero-Puerta & Antonio Alias & Rubén Trigueros & José M. Aguilar-Parra, 2020. "Adaptation and Validation of the Scale of Types of Users in Gamification with the Spanish Adolescent Population," IJERPH, MDPI, vol. 17(11), pages 1-10, June.
    4. Jose Mora-Gonzalez & Isaac J. Pérez-López & Irene Esteban-Cornejo & Manuel Delgado-Fernández, 2020. "A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
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    Cited by:

    1. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    2. Celia Redondo-Rodríguez & José Alberto Becerra-Mejías & Guadalupe Gil-Fernández & Francisco José Rodríguez-Velasco, 2022. "Influence of Gamification and Cooperative Work in Peer, Mixed and Interdisciplinary Teams on Emotional Intelligence, Learning Strategies and Life Goals That Motivate University Students to Study," IJERPH, MDPI, vol. 20(1), pages 1-12, December.

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