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Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Insatisfacción y abandono en la Plataforma de Gamificación Educativa ClassDojo: análisis de reseñas de usuarios

Dissatisfaction and abandonment of the ClassDojo Educational Gamification Platform: analysis of user reviews
Publicado
2026-10-08
Contexto: La segregación etaria limita el aprendizaje recíproco entre niños, adolescentes y personas mayores y su participación en respuestas comunitarias a problemas sociales y socioambientales. Objetivo: Sintetizar la evidencia sobre programas educativos intergeneracionales y sus implicaciones para la formación docente orientada al desarrollo sostenible y al fortalecimiento de competencias investigativas y socioemocionales. Método: Se realizó una revisión sistemática siguiendo PRISMA 2020, con búsquedas en ERIC, PubMed/PMC, registros editoriales, Crossref, repositorios universitarios y referencias bibliográficas, mediante términos en español e inglés. Se incluyeron estudios empíricos publicados entre 1996 y 2026 en español, inglés o portugués, con resultados educativos, socioemocionales, participativos o relacionados con sostenibilidad. Resultados: De 28 registros identificados, 20 estudios integraron la síntesis narrativa: 16 aportaron evidencia directa de interacción intergeneracional y cuatro evidencia contextual. Se observaron mejoras en actitudes hacia la vejez, diálogo, afectividad, alfabetización cívica y participación comunitaria. La reciprocidad, facilitación docente, continuidad, propósitos compartidos y evaluación fueron condiciones esenciales. La evidencia sobre competencias investigativas fue limitada, con oportunidades mediante indagación, exploración ambiental, documentación y mediación digital. Conclusiones: Los hallazgos respaldan una propuesta de formación docente basada en co-diseño, indagación situada, educación socioemocional y evaluación multimétodo, aunque la evidencia sobre competencias investigativas requiere fortalecimiento.
Context: Age segregation limits reciprocal learning among children, adolescents, and older adults and their participation in community responses to social and socioenvironmental challenges. Objective: To synthesize evidence on intergenerational educational programs and their implications for teacher education focused on sustainable development and research and socioemotional competencies. Methods: A systematic review followed PRISMA 2020. ERIC, PubMed/PMC, publisher records, Crossref, university repositories, and reference lists were searched using Spanish and English terms. Eligible empirical studies were published between 1996 and 2026 in Spanish, English, or Portuguese and reported educational, socioemotional, participatory, or sustainability-related outcomes. Results: Of 28 identified records, 20 studies were included in the narrative synthesis: 16 provided direct evidence of intergenerational interaction and four provided contextual evidence. Findings indicated improvements in attitudes toward older age, dialogue, affective engagement, civic literacy, and community participation. Reciprocity, teacher facilitation, continuity, shared purposes, and evaluation emerged as essential conditions. Evidence on research competencies was limited, although opportunities were identified through inquiry, environmental exploration, documentation, and digital mediation. Conclusions: The findings support a proposed teacher education approach incorporating co-design, situated inquiry, socioemotional education, and multimethod assessment. However, evidence on research competencies requires strengthening.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

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