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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

Author

Listed:
  • Celia Redondo-Rodríguez

    (Department of Psychology and Anthropology, Teacher Training College, University of Extremadura, Av. de la Universidad, s/n, 10071 Cáceres, Spain)

  • José Alberto Becerra-Mejías

    (Department of Nursing, University Center of Plasencia, University of Extremadura, C. Virgen del Puerto No. 2, 10600 Plasencia, Spain)

  • Guadalupe Gil-Fernández

    (Department of Nursing, Faculty of Medicine and Health Sciences, University of Extremadura, Av. Elvas, s/n, 06006 Badajoz, Spain)

  • Francisco José Rodríguez-Velasco

    (Department of Nursing, Faculty of Medicine and Health Sciences, University of Extremadura, Av. Elvas, s/n, 06006 Badajoz, Spain)

Abstract

It is necessary to motivate university students to reduce the dropout rate in Spain, and to look for strategies that help university students acquire professional competencies; this is where gamification can be useful. The purpose of the study was to evaluate the influence of a learning methodology based on gamification and cooperative work in peers, and in mixed and interdisciplinary teams on the emotional intelligence, learning strategies, and life goals that motivate university students to learn. The sample consisted of 102 students who took a subject with a gamification-based methodology, through the Mechanics-Dynamics-Aesthetics model, in a cooperative way. The Self-Perception Scale of Personal Academic Motivation and the Trait Meta Mood Scale 24 were used. The results of the study showed an increase in learning strategies and life goals that motivated university students to study, as well as increases in emotional clarity and significantly in emotional repair. It was concluded that gamification is a positive tool for its ability to increase emotional intelligence, life goals, and learning strategies in university students’ motivation to learn.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:20:y:2022:i:1:p:547-:d:1018555
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    References listed on IDEAS

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    1. 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.
    2. Javier Cejudo & Lidia Losada & Roberto Feltrero, 2020. "Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
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