<?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>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662024000100066</article-id>
<article-id pub-id-type="doi">10.37843/rted.v17i1.417</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Gamificación en el Desarrollo de la Competencia Histórica]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in the Development of Historical Competence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coronado-Terrones]]></surname>
<given-names><![CDATA[Marcos Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilchez-Marreros]]></surname>
<given-names><![CDATA[Yvi Lizbeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>66</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662024000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662024000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662024000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto actual, aplicar tecnologías está generando métodos activos e inmersivos que exigen a los formadores apropiarse de procedimientos para mejorar su práctica educadora. Por lo anterior, el presente artículo tuvo como objetivo analizar las fuentes bibliográficas sobre gamificación en el desarrollo de la competencia histórica entre los años 2012-2022. Esta investigación se fundamentó bajo el método sistemático-hermenéutico, paradigma hermenéutico-interpretativo con un enfoque cualitativo, de diseño sistemático de la literatura y de tipo documental descriptivo; como técnica, se empleó el fichaje digital con el apoyo del gestor bibliográfico Zotero, así como la metodología Prisma. El universo se centró en artículos publicados desde enero de 2012 hasta diciembre de 2022 en bases de datos: Scopus, WoS (Web of Science), Scielo, Ebscohost, ScienceDirect, Dialnet y Google Scholar, en el que se obtuvo 22 artículos como muestra para la intervención. Los resultados obtenidos destacaron el rol de la gamificación en metodología, así como en didáctica para mejorar los procesos de enseñanza-aprendizaje de los contenidos sobre ciencia histórica; afectando positivamente en motivación, interés y satisfacción; mediante metodologías innovadoras, aprendizaje activo e inmersivo, así como comprensión de las dinámicas, mecánicas y procedimientos de los juegos. Se concluyó que la gamificación es una estrategia fundamental en desarrollo de la competencia histórica en los niveles de inicial, primaria, secundaria y superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Applying technologies generates active and immersive methods that require trainers to use appropriate procedures to improve their educational practice. Therefore, this article aimed to analyze the bibliographic sources on gamification in the development of historical competence between the years 2012-2022. This research was based on the systematic-hermeneutic method, hermeneutic-interpretative paradigm with a qualitative approach, systematic design of the literature, and descriptive documentary type; as a technique, the digital file was the support of the bibliographic manager Zotero, as well as the Prisma methodology. The universe focused on articles published from January 2012 to December 2022 in databases: Scopus, WoS (Web of Science), Scielo, Ebscohost, ScienceDirect, Dialnet, and Google Scholar, in which 22 articles were obtained as a sample for the intervention. The results obtained highlighted the role of gamification in methodology, together with in didactics, to improve the teaching-learning processes of historical science contents, positively affecting motivation, interest, and satisfaction through innovative methodologies, active and immersive learning, as well as an understanding of the dynamics, mechanics, and procedures of the games. It was concluded that gamification is a fundamental strategy in developing historical competence at the preschool, primary, high school, and higher education levels.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la historia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[revisión bibliográfica]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning history]]></kwd>
<kwd lng="en"><![CDATA[history teaching]]></kwd>
<kwd lng="en"><![CDATA[bibliographic review]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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