Gamificación como estrategia didáctica en interdependencia positiva para un OVA en fundamentos de seguridad informatica

Abstract

This research has the name: gamification as a didactic strategy in positive interdependence for an OVA in fundamentals of computer security. Which arises from the need to strengthen elements in collaborative work from positive interdependence, for students of the network and server diploma course of the CEDINSI institute, located in the city of Bogotá, D.C. Where the question is sought to be resolved, what is the effect of an OVA in strengthening collaborative work to promote positive interdependence by appropriating gamification techniques as a didactic strategy for students? Thus establishing the design, its implementation and validation of a virtual learning object that links elements in collaborative work in positive interdependence based on gamification techniques as a didactic strategy. . In this way, interaction challenges are enabled in response to: synchronous communication, asynchronous communication, motivation and roles together with responsibilities. In the same way, elements in gamification were articulated from the perspective in relation to points, badges, immersion, metaphor, competition, among others. Likewise, from the thematic contents, the concepts in fundamentals in computer security are addressed from the CSX security certification. In this way, by enabling challenges in collaborative work in individual responsibilities in order to achieve the objectives set by the team. The analysis, design, development, implementation and evaluation of the virtual learning object was carried out from the ADDIE model. The implementation of the virtual learning object was carried out according to the established parameters where emphasis was placed on collaborative work in interdependence. positive. The virtual learning object was designed from the components of usability, accessibility, immersion, metadata, among others. This enables a collaborative work scenario to promote positive interdependence through a gamification teaching strategy. The contents in the same way, are dosed in correspondence to the metaphor presented and in relation to the didactic strategy (avatars, roles, metaphor, points among others).