Gamification and acquisition of competencies in Optometry university teachers

Abstract

Introduction: Gamification in university education is still in development, especially in adult education where it is often given less relevance. The challenge lies in training university teachers in the necessary competencies to implement gamification in their classes, as high workloads, lack of information and motivation, and limited dissemination of these topics exclude these new educational trends from planning, execution, and evaluation of courses. Objectives: This project aims to design a gamification proposal for Optometry university teachers to acquire digital competencies. To achieve this, the digital tools used by professors will be identified, the competencies needed to implement gamification will be determined, and educational content will be produced for teachers to acquire skills and strategies. The project seeks to improve the quality of education in Optometry using educational technologies. Methodology: This educational innovation project is based on methodological principles that involve selecting, organizing, using, and applying elements of the curriculum to address a need. The approach is qualitative, as it seeks to highlight subjective competencies, and descriptive, as it seeks to describe, understand, and interpret phenomena through the perceptions and meanings produced by the participants' experiences. Results: A low percentage of Optometry teachers (12%) use gamification activities in their classes. The main reasons include lack of time, unfamiliarity with new educational strategies and digital tools. To address this issue, a systematic search for useful tools and resources to apply gamification in university classes was conducted. It was discovered that most gamified activities are directed at primary and secondary students, which required adaptation to the university level. After gamification training, teachers acquired basic competencies that will allow them to implement these techniques in their teaching practice, which were evaluated through a test. Conclusions: The implementation of gamification in university education can have a positive impact on student motivation by promoting self-assessment and personal challenge, stimulating critical and competitive thinking. In areas of study like Optometry, where technology advances rapidly due to globalization, the inclusion of gamified activities and the application of self-evaluation and technology in the educational process can help form efficient and adaptable professionals to future demands.