<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-4639</journal-id>
<journal-title><![CDATA[Revista Universidad y Empresa]]></journal-title>
<abbrev-journal-title><![CDATA[rev.univ.empresa]]></abbrev-journal-title>
<issn>0124-4639</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-46392020000100008</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/empresa7a.6939</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en contextos educativos: análisis de aplicación en un programa de contaduría pública a distancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in Educational Contexts: Analysis of Its Application in a Distance Public Accounting Program]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gamificação em contextos educativos: análise de aplicação em um programa de contadoria pública a distância]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Contreras]]></surname>
<given-names><![CDATA[Jennifer Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Militar Nueva Granada Programa de Contaduría Pública a Distancia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>38</numero>
<fpage>8</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-46392020000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-46392020000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-46392020000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La escasez de estudios en donde se vincule la aplicación de gamificación educativa, con sus fundamentos teóricos y/o principios, ha llevado al fracaso de la gamificación en contextos educativos. En el presente artículo de reflexión se busca contribuir a solventar esta falencia conectando la aplicación de la gamificación educativa realizada en el programa de Contaduría Pública a Distancia de la Universidad Militar Nueva Granada (Colombia), con los fundamentos teóricos del tema. Para lo cual, se abordan las diferencias existentes entre la gamificación y el aprendizaje basado en juegos, seguidamente se examina el concepto, los objetivos, los aportes y los elementos de la gamificación, posteriormente se identifican los aspectos clave para una implementación exitosa en el contexto educativo. Finalmente, se explica el proceso de gamificación implementado, desde la planeación docente hasta el análisis de las opiniones de los estudiantes. Para ello, se utilizó una metodología exploratoria soportada en análisis documental y aplicación de encuestas a estudiantes. Como resultado de la aplicación realizada se verificó que la gamificación educativa promueve la autonomía, la motivación, el compromiso y la interacción social en los estudiantes, permitiendo a su vez la progresión y el dominio de los temas abordados en cada reto propuesto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The scarcity of studies that link the application of educational gamification to its theoretical foundations or principles has led to the failure of gamification in educational contexts. This paper seeks to contribute to solving this shortcoming by connecting the application of the educational gamification carried out in the Distance Public Accounting Program of the Universidad Militar Nueva Granada (Colombia) with the theoretical foundations of the subject. To this end, researchers addressed the differences between gamification and game-based learning, examined the concept, objectives, contributions, and elements of the gamification, and identified the key aspects for a successful implementation in the educational context. Finally, they explained the process of gamification implemented from the teacher planning to the analysis of student opinions. For this, the methodology used was an exploratory one supported in documentary analysis and application of surveys to students. As a result of the application, researchers verified that educational gamification promotes autonomy, motivation, commitment, and social interaction in the students, allowing the progression and mastery of the issues covered in each proposed challenge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A escassez de estudos onde se vincule a aplicação de gamificação educativa com seus fundamentos teóricos e/ou princípios, tem levado ao fracasso da gamificação em contextos educativos, no presente artigo de reflexão se busca contribuir a resolver esta falência conectando a aplicação da gamificação educativa realizada no programa de Contadoria Pública a Distância da Universidad Militar Nueva Granada (Colômbia) com os fundamentos teóricos do tema. Para isto, abordam-se as diferenças existentes entre a gamificação e a aprendizagem baseada em jogos, seguidamente examina-se o conceito, os objetivos, os aportes e os elementos da gamificação, posteriormente se identificam os aspectos chave para uma implementação de sucesso no contexto educativo. Finalmente, se explica o processo de gamificação implementado, desde o planeamento docente até a análise das opiniões dos estudantes. Para isto, se utilizou uma metodologia exploratória suportada em análise documental e aplicação de enquetes a estudantes, como resultado da aplicação realizada se verificou que a gamificação educativa promove a autonomia, a motivação, o compromisso e a interação social nos estudantes, permitindo ao mesmo tempo a progressão e o domínio dos temas abordados em cada desafio proposto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[contexto educativo]]></kwd>
<kwd lng="es"><![CDATA[educación contable a distancia]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[educational context]]></kwd>
<kwd lng="en"><![CDATA[distance accounting education]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[contexto educativo]]></kwd>
<kwd lng="pt"><![CDATA[educação contável a distância]]></kwd>
</kwd-group>
</article-meta>
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