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
Abstract
:1. Introduction
- To assess the influence of gamification and cooperative work on the EI of university students;
- To assess the influence of gamification and cooperative work on the life goals and learning strategies that motivate university students to study.
2. Materials and Methods
2.1. Study Design, Setting and Participants
2.2. Instruments
2.3. Procedure
2.4. Statistical Analysis
3. Results
3.1. Study Sample
3.2. Evolution of EI
3.3. Evolution of Factors Associated with Motivated Learning among University Students: Learning Strategies and Life Goals
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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N | M (SD) | Min | Max | t | p-Value | |
---|---|---|---|---|---|---|
Emotional Intelligence | ||||||
Attention pre | 102 | 28.43 (±5.43) | 14.00 | 38.00 | 0.40 | 0.688 |
Attention post | 102 | 28.25 (±5.56) | 15.00 | 40.00 | ||
Clarity pre | 102 | 24.05 (±5.85) | 14.00 | 40.00 | −2.87 | 0.005 |
Clarity post | 102 | 25.50 (±6.45) | 11.00 | 40.00 | ||
Repair pre | 102 | 23.91 (±5.95) | 12.00 | 37.00 | −3.39 | 0.001 |
Repair post | 102 | 25.28 (±5.94) | 14.00 | 40.00 | ||
Motivated Learning | ||||||
Learning strategies pre | 102 | 4.44 (±1.05) | 2.10 | 7.00 | −4.42 | 0.000 |
Learning strategies post | 102 | 4.85 (±1.15) | 2.60 | 7.00 | ||
Life goals pre | 102 | 4.52 (±0.88) | 2.55 | 6.36 | 2.08 | 0.040 |
Life goals post | 102 | 4.65 (±1.01) | 2.05 | 6.77 |
N | M (SD) | Min | Max | t | p-Value | |
---|---|---|---|---|---|---|
Life Goals | ||||||
Cognitive pre | 102 | 4.90 (±1.37) | 1.50 | 7.00 | −1.37 | 0.173 |
Cognitive post | 102 | 5.06 (±1.47) | 1.25 | 7.00 | ||
Self-assertiveness pre | 102 | 3.58 (±1.32) | 1.40 | 7.00 | −2.01 | 0.047 |
Self-assertiveness post | 102 | 3.79 (±1.49) | 1.20 | 7.00 | ||
Task pre | 102 | 5.99 (±1.21) | 1.50 | 7.00 | −0.80 | 0.428 |
Task post | 102 | 5.92 (±1.19) | 1.75 | 7.00 | ||
Affective pre | 102 | 3.13 (±1.23) | 1.00 | 6.20 | −3.17 | 0.002 |
Affective post | 102 | 3.45 (±1.30) | 1.00 | 6.80 | ||
Social pre | 102 | 5.60 (±1.15) | 2.25 | 7.00 | −0.11 | 0.916 |
Social post | 102 | 5.61 (±1.22) | 2.25 | 7.00 | ||
Learning Strategies | ||||||
Prior knowledge pre | 102 | 5.50 (±1.33) | 2.00 | 7.00 | −1.82 | 0.071 |
Prior knowledge post | 102 | 5.72 (±1.29) | 2.00 | 7.00 | ||
Global readings pre | 102 | 4.18 (±1.67) | 1.00 | 7.00 | −3.48 | 0.001 |
Global readings post | 102 | 4.84 (±1.72) | 1.00 | 7.00 | ||
Adequate sources pre | 102 | 4.86 (±1.30) | 2.00 | 7.00 | −3.77 | 0.000 |
Adequate sources post | 102 | 5.30 (±1.32) | 2.00 | 7.00 | ||
Synthesis pre | 102 | 4.57 (±1.66) | 1.00 | 7.00 | −3.49 | 0.001 |
Synthesis post | 102 | 5.11 (±1.53) | 1.00 | 7.00 | ||
Different resources pre | 102 | 4.13 (±1.33) | 1.00 | 7.00 | −2.99 | 0.004 |
Different resources post | 102 | 4.54 (±1.49) | 1.50 | 7.00 | ||
Personal readings pre | 102 | 3.44 (±1.53) | 1.00 | 7.00 | −2.59 | 0.011 |
Personal reading post | 102 | 3.80 (±1.64) | 1.00 | 7.00 | ||
Relevant content pre | 102 | 4.92 (±1.51) | 1.00 | 7.00 | −2.86 | 0.005 |
Relevant content post | 102 | 5.36 (±1.43) | 2.00 | 7.00 | ||
Annotations pre | 102 | 5.31 (±1.73) | 1.00 | 7.00 | −1.53 | 0.128 |
Annotations post | 102 | 5.56 (±1.70) | 1.00 | 7.00 |
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Redondo-Rodríguez, C.; Becerra-Mejías, J.A.; Gil-Fernández, G.; Rodríguez-Velasco, F.J. 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. Int. J. Environ. Res. Public Health 2023, 20, 547. https://doi.org/10.3390/ijerph20010547
Redondo-Rodríguez C, Becerra-Mejías JA, Gil-Fernández G, Rodríguez-Velasco FJ. 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. International Journal of Environmental Research and Public Health. 2023; 20(1):547. https://doi.org/10.3390/ijerph20010547
Chicago/Turabian StyleRedondo-Rodríguez, Celia, José Alberto Becerra-Mejías, Guadalupe Gil-Fernández, and Francisco José Rodríguez-Velasco. 2023. "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" International Journal of Environmental Research and Public Health 20, no. 1: 547. https://doi.org/10.3390/ijerph20010547