Browsing by Author "Navarro-Mateos, Carmen"
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- Gamification to Enhance University Students' Resilience: Transforming Challenges into OpportunitiesPublication . Pérez-López, Isaac José; Navarro-Mateos, Carmen; Rosa, MarleneThis study investigates the impact of a gamification-based intervention on the resilience of university students, comparing it to a traditional lecture-based approach. In recent years, resilience has become a key factor in student well-being, helping them overcome academic challenges and personal difficulties. A quasiexperimental design was employed, involving 88 participants divided into an experimental group (EG) and a control group (CG). The intervention, inspired by the popular TV show Time Zone, integrated elements such as time management, emotional regulation, and problem-solving, all of which are essential for developing resilience. The resilience of participants was assessed using the CD-RISC 10 scale both before and after the intervention. Results revealed that the EG demonstrated significant improvements in resilience, particularly in managing adversity, achieving goals, and maintaining a positive self-concept. Conversely, the CG showed minimal changes, suggesting the impact of the gamification-based intervention. The findings highlight that students in the EG were better able to cope with stress, recover from setbacks, and achieve goals despite obstacles. This demonstrates that gamification can be an effective tool for enhancing emotional resilience and well-being, offering a compelling alternative to traditional educational methods. The results also suggest that future interventions incorporating gamification could lead to sustained improvements in student resilience. Furthermore, this study contributes to the expanding body of literature on gamification in higher education, emphasizing its potential to foster personal competencies and enhance learning outcomes.
- Level up! How Gamed-Based Activities Transform Learning and Alleviate Stress in Institutionalized ElderlyPublication . Lacomba-Arnau, Elena; Ribeiro, Anaísa; Sabino, Raquel; Pinheiro, Rafael; Lopes, Susana; Gaspar, Marisa; Navarro-Mateos, Carmen; Sousa, Micael; Rosa, MarleneMental health issues are a critical concern for the elderly, as the inability to manage stress during stimulation activities can significantly impair their ability to accept and effectively learn new tasks, thereby affecting their performance in daily life activities. Serious games are increasingly recognized as valuable in the context of rehabilitation; however, there is a paucity of studies examining how elderly individuals manage stress and learn in regular practice using such games. In this study, 10 institutionalized elderly participants underwent 6 game-based stimulation sessions playing the serious games Ta!Ti! and Mexerico. Learning variables, including time and error rates, were assessed at baseline (T0), mid-point (T1), and the final session (T2), along with stress management indicators, specifically cortisol levels, at T0 and T2. The findings revealed that learning profiles improved throughout the program, with more pronounced gains observed initially. Additionally, stress levels decreased following each game-based session. The study identified significant relationships between stress management and learning profiles, suggesting that game-based activities can effectively enhance both learning outcomes and stress reduction in the elderly.