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

Celia Redondo-Rodríguez, José Alberto Becerra-Mejías, Guadalupe Gil-Fernández () and Francisco José Rodríguez-Velasco ()
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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

IJERPH, 2022, vol. 20, issue 1, 1-12

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.

Keywords: gamification; cooperative; learning strategies; life goals; emotional intelligence (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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