Analysis on the Use of Gamification in Mathematics in Primary education: A Literature Review
Keywords:
Abstract
Gamification is presented in the scientific literature as a promising method in education for improving academic performance, student engagement and scholars’ motivation. In the field of mathematics, this method is introduced as a way to enhance learning and perception of the subject. In the literature, it is distinguished between shallow, deep and total gamification, understanding that the use of one or another would not evenly affect student motivation and, therefore, their learning process. This is what settles the aim of this study, which is to provide a clearer understanding of how gamification in mathematics is being implemented in schools. Furthermore, the objective is to determine the most common type of gamification employed in studies that carry out gamification interventions with primary education students in the field of mathematics through a systematic review. The results show that a significant part of the interventions are of shallow nature, and that the gamification used in the analyzed studies merely represents a change of the support in the development of still a traditional approach.
Downloads
References
Acosta, M.A., Caricato, M., Carpinacci, G., & Egle-Corrado, R. (2012). Lo importante es jugar... Cómo entra el juego en la escuela. Espacios en Blanco. Serie Indagaciones, 22, 297-302. https://www.redalyc.org/articulo.oa?id=384539804015
Google Scholar CrossrefAl Khateeb, M. A. (2019). Effect of mobile gaming on mathematical achievement among 4th graders. International Journal of Emerging Technologies in Learning, 14(7), 4–7. https://doi.org/10.3991/ijet.v14i07.10315
Google Scholar CrossrefAlt, D. (2023). Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation. Computers and Education, 200. https://doi.org/10.1016/j.compedu.2023.104806
Google Scholar CrossrefAraya, R., Arias, E., Bottan, N. L., & Cristia, J. (2019). ¿Funciona la gamificación en la educación? Evidencia experimental de Chile. Banco Interamericano de Desarrollo. https://web.archive.org/web/20200506185411id_/https://www.econstor.eu/bitstream/10419/208170/1/IDB-WP-0982es.pdf
Google Scholar CrossrefAtin, S., Syakuran, R. A., & Afrianto, I. (2022). Implementation of Gamification in Mathematics m-Learning Application to Creating Student Engagement. International Journal of Advanced Computer Science and Applications, 13(7), 542–556. https://doi.org/10.14569/IJACSA.2022.0130765
Google Scholar CrossrefBai, S., Khe, H., & Biyun, H. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30.
Google Scholar CrossrefBarrios, J. E. M., Becerra, D. A. I., Páucar, F. H. R., & Mendoza, F. M. T. (2018). Matelogic: Interactive mathematical learning based on challenges. ACM International Conference Proceeding Series, 61–65. https://doi.org/10.1145/3178158.3178208
Google Scholar CrossrefBeltrán, Ó. (2005). Revisiones sistemáticas de la literatura. Revista Colombiana de Gastroenterología, 20(1), 60-69.
Google Scholar CrossrefBorotic, G., & Jagust, T. (2022). Enhancing student engagement with personalized gamification and adaptive learning strategies. Proceedings - Frontiers in Education Conference, FIE, 2022-October. https://doi.org/10.1109/FIE56618.2022.9962647
Google Scholar CrossrefCapell, N., Tejada-Fernandez, J., & Bosco, A. (2017). Videogames as means of learning: A case study in maths in primary education. Pixel-Bit Revista de Medios y Educación, 51, 133–150. https://doi.org/10.12795/pixelbit.2017.i51.09
Google Scholar CrossrefCarlos-Chullo, J. D., Vilca-Quispe, M., & Castro-Gutierrez, E. (2020). Voluminis: Mobile Application for Learning Mathematics in Geometry with Augmented Reality and Gamification. Communications in Computer and Information Science, 1334, 295–304. https://doi.org/10.1007/978-3-030-66919-5_30
Google Scholar CrossrefCruz, M., Medeiros, P., & Nunes, E. (2023). “Classes should be more like this”: students’ representations about learning Mathematics through a digital RPG [“As aulas deviam ser mais assim”: representações dos alunos sobre a aprendizagem de Matemática através de um RPG digital]. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2023(E56), 233–248. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162737223&partnerID=40&md5=1204a1ddb8ddbacef277f3099935c204
Google Scholar CrossrefCunha, G. C. A., Barraqui, L. P., & de Freitas, S. A. A. (2018). Evaluating the use of gamification in mathematics learning in primary school children. Proceedings - Frontiers in Education Conference, FIE, 2018-October. https://doi.org/10.1109/FIE.2018.8658950
Google Scholar CrossrefÇeker, E., & Özdaml, F. (2017). What "Gamification" is and what it's not. European Journal of Contemporary Education, 6(2), 221-228. DOI: 10.13187/ejced.2017.2.221
Google Scholar Crossrefdel Olmo-Muñoz, J., Bueno-Baquero, A., Cózar-Gutiérrez, R., & González-Calero, J. A. (2023). Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050487
Google Scholar CrossrefDele-Ajayi, O., Strachan, R., Pickard, A. J., & Sanderson, J. J. (2019). Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics? IEEE Access, 7, 53248–53261. https://doi.org/10.1109/ACCESS.2019.2912359
Google Scholar CrossrefEscribano, F. (2020). Homo Alien. Videojuegos y gamificacion para el próximo hacking cognitivo (1ra ed). Héroes de Papel.
Google Scholar CrossrefEster, P., Herrero, L., Ruiz, B., & Purón, A. (2022). Learning mathematics by playing: Development of mathematical skills through video games. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 1–20.
Google Scholar CrossrefFreire, S., & Rodríguez, D. (2022). Nearpod as a Gamification Resource for Teaching in Virtual Education: a Mathematical Case Study. 5th International Conference on Inventive Computation Technologies, ICICT - Proceedings, 177–183. https://doi.org/10.1109/ICICT54344.2022.9850488
Google Scholar CrossrefFilatro, A. & Cavalcanti, C.C. (2016). Structural and content gamification design for tutor education. In Proceedings of E-Learn: World Conference on E-Learning, 1152-1157.
Google Scholar CrossrefFithratu, C., Prihatmanto, A. S., Gitarana, G. R. E., & Muis, A. N. (2020). Arithmatopia: Using MOBA Game to Increase Basic Calculation Proficiency. 6th International Conference on Interactive Digital Media, ICIDM. https://doi.org/10.1109/ICIDM51048.2020.9339654
Google Scholar CrossrefFraga-Varela F., Dr., Vila-Couñago E., Dr., & Martínez-Piñeiro E., Dr. (2021). The impact of serious games in mathematics fluency: A study in Primary Education. Comunicar, 29(69), 115–125. https://doi.org/10.3916/C69-2021-10
Google Scholar CrossrefGalic, S., & Yildiz, B. (2023). The Effects of Activities Enriched with Game Elements in Mathematics Lessons. INNOEDUCA International Journal od Technology and Educational Innovation, 9 (1), 67-80. https://doi.org/10.24310/innoeduca.2023.v9i1.15396
Google Scholar CrossrefGil, F., Torres, T., & Montoro, A. (2017). Motivación en matemáticas de estudiantes de primaria. INFAD Revista de Psicología, 1, 85-94.
Google Scholar CrossrefGurjanow, I., Oliveira, M., Zender, J., Santos, P., & Ludwig, M. (2019). Mathematics trails: Shallow and deep gamification. International Journal of Serious Games, 6(3), 65-79.
Google Scholar CrossrefHalloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P. (2018). Gamification for development: a case of collaborative learning in Sri Lankan primary schools. Personal and Ubiquitous Computing, 22(2), 391–407. https://doi.org/10.1007/s00779-017-1073-6
Google Scholar CrossrefHalloluwa, T., Vyas, D., Usoof, H., Hewagamage, K. P., & Sahama, T. (2016). Gamifying mathematics for primary students in rural Sri Lanka. ACM International Conference Proceeding Series, 23-27-October-2016. https://doi.org/10.1145/2971485.2971522
Google Scholar CrossrefHolguín, F. Y., Holguín, E. G., & García, N. A. (2020). Gamificación en la enseñanza de las matemáticas: una revisión sistemática. ELOS: Revista de Estudios Interdisciplinarios en Ciencias Sociales, 22(1), 62-75.
Google Scholar CrossrefHolguín-Alvarez, J., Taxa, F., & Flores Castaneda R. & Olaya Cotera, S. (2020). Educational projects of video game gamification: development of numerical thinking and school reasoning in vulnerable contexts. EDMETIC, 9(1), 80–103. https://doi.org/10.21071/edmetic.v9i1.12222
Google Scholar CrossrefHolguín-Alvarez, J., Taxa, F., Salazar, J. M. R., Cruz-Montero, J., & Tortora, E. (2022). Modification of mathematical cognitive demand based on gamified teaching with video games. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 68–86.
Google Scholar CrossrefHolguín-Alvarez, J., Villa-Cordova, G. M., Oyague-Pinedo, S., & Samame-Gamarra, S. (2019a). Gamification by videogames in vulnerable contexts: experimental findings from school mathematics, 3C TIC, 8(3), 82–106. https://doi.org/10.17993/3ctic.2019.83.82-107
Google Scholar CrossrefHolguín-Alvarez, J., Villa-Cordova, G. M., Tafur-Medrano, L. M., & Chavez Alvarez, Y. I. (2019b). Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics., Revista de Investigación Apuntes Universitarios, 9(3), 47–66. https://doi.org/10.17162/au.v9i3.381
Google Scholar CrossrefHsu, C.-C., & Wang, T.-I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers and Education, 121, 73–88. https://doi.org/10.1016/j.compedu.2018.02.002
Google Scholar CrossrefHulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development, 67(2), 423–441. https://doi.org/10.1007/s11423-019-09653-8
Google Scholar CrossrefIndriasari, T. D., Luxton-Reilly, A., & Denny, P. (2020). Gamification of student peer review in education: A systematic literature review. Education and Information Technologies, 25, 5205-5234.
Google Scholar CrossrefJagust, T., Boticki, I., Mornar, V., & So, H.-J. (2017). Gamified Digital Math Lessons for Lower Primary School Students. 6th IITAI International Congress on Advanced Applied Informatics, 691–694. https://doi.org/10.1109/IIAI-AAI.2017.17
Google Scholar CrossrefJagust, T., Boticki, I., & So, H.-J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers & Education, 125, 444–457. https://doi.org/10.1016/j.compedu.2018.06.022
Google Scholar CrossrefJohnson, L., Adams, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. The New Media Consortium.
Google Scholar CrossrefJovanovic, M., Starcevic, D., Minovic, M., & Stavljanin, V. (2011). Motivation and multimodal interaction in model-driven educational game design. Instituto Español de Estudios Estratégicos: Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 41(4), 817-824. https://doi.org/10.1109/TSMCA.2011.2132711.
Google Scholar CrossrefJuric, P., Bakaric, M. B., & Matetic, M. (2021). Motivational Elements in Computer Games for Learning Mathematics. International Journal of Emerging Technologies in Learning, 16(10), 275–287. https://doi.org/10.3991/ijet.v16i10.20417
Google Scholar CrossrefKamalodeen, V. J., Ramsawak-Jodha, N., Figaro-Henry, S., Jaggernauth, S. J., & Dedovets, Z. (2021). Designing gamification for geometry in elementary schools: insights from the designers. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00181-8
Google Scholar CrossrefKamarulzaman, N. S. B., Phon, D. N. E., & Baharuddin, M. S. (2021). A Mathematical Educational Game Application for Primary School Slow Learner. Proceedings - International Conference on Software Engineering and Computer Systems and 4th International Conference on Computational Science and Information Management, 348–353. https://doi.org/10.1109/ICSECS52883.2021.00070
Google Scholar CrossrefKapp, K., Blair, L. & Mesch, R. (2014). The gamification of learning and instruction. Fieldbook: Ideas into Practice (1ra ed). Wiley.
Google Scholar CrossrefKhaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(1).
Google Scholar CrossrefKim, S., Song, K., Lockee, B. & Burton, J. (2018). Gamification in learning and Education: Enjoy learning like gaming. Springer.
Google Scholar CrossrefLathwesen, C.m & Belova, N. (2021). Escape rooms in STEM teaching and learning - Prospective field or declining trend? A literature review. Education Sciences, 11, 308. https://doi.org/10.3390/ educsci11060308
Google Scholar CrossrefLeyva-Carrillo, A., Carreño-Leon, M., Sandoval-Bringas, A., Estrada-Cota, I., & Espinoza, G. (2019). Web tool for courses in numerical methods, using gamification techniques. Proceedings - 14th Latin American Conference on Learning Technologies, 95–103. https://doi.org/10.1109/LACLO49268.2019.00026
Google Scholar CrossrefLieberoth, A. (2015). Shallow Gamification: Testing psychological effects of framing and activity as a game. Games and Cultura, 10(3), 229-248. https://doi.org/10.1177/1555412014559978
Google Scholar CrossrefLozano, I. M., Quilez-Robres, A., & Matesanz, J. M. (2023). El escape room en el ámbito educativo: análisis de una práctica de aula en Matemáticas. Revista Educación, 47(2). https://doi.org/10.15517/revedu.v47i2.51661
Google Scholar CrossrefManzano-León, A.; Camacho-Lazarraga, P.; Guerrero, M.A.; Guerrero-Puerta, L.; Aguilar-Parra, J.M.; Trigueros, R. & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in Education. Sustainability, 13, 22-47. https://doi.org/10.3390/su13042247
Google Scholar CrossrefMazarakis, A. (2021). Gamification reloaded: Current and future trends in gamification Science. i-com, 20(3), 279-294. https://doi.org/10.1515/icom-2021-0025
Google Scholar CrossrefMooij, S. M. M., Kirkham, N. Z., Raijmakers, M. E. J., van der Maas, H. L. J., & Dumontheil, I. (2020). Should online math learning environments be tailored to individuals’ cognitive profiles? Journal of Experimental Child Psychology, 191. https://doi.org/10.1016/j.jecp.2019.104730
Google Scholar CrossrefMorais, J. P. A. A. (2024). The dynamics of Brazilian students’ emotions in digital learning systems. International Journal of Artificial Intelligence in Education, 34(2), 519–544. https://doi.org/10.1007/s40593-023-00339-0
Google Scholar CrossrefMozelius, P. (2021). Deep and shallow gamification in higher education, what is the difference?. International Technology, Education and Development 2021 Proceedings, 3150-3156.
Google Scholar CrossrefMuñoz, J., Hans, J. A., & Fernández, A. (2019). Gamificación en matemáticas, ¿un nuevo enfoque o una nueva palabra?. Revista Epsilon, 101, 29-45.
Google Scholar CrossrefMuñoz-Sanabria, L. F., Vargas Ordonez, L. M., & Astaiza Hoyos, E. (2019). EDUMAT: Gamified web tool for teaching elementary operations in primary school. Proceedings of the 5th Workshop on ICTS for Improving Patients Research Techniques, 58–62. https://doi.org/10.1145/3364138.3364153
Google Scholar CrossrefOECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
Google Scholar CrossrefOECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, https://doi.org/10.1787/53f23881-en
Google Scholar CrossrefOkkonen, J., Sharma, S., Raisamo, R., & Turunen, M. (2016). Kinesthetic Elementary Mathematics - Creating Flow with Gesture Modality. International Journal of Serious Games, 3(2), 3–12. https://doi.org/10.17083/ijsg.v3i2.80
Google Scholar CrossrefOliveira, W., Hamari, J., Shi, L., Toda, A.M,, Rodrigues, L., Palomino, P.T. & Isotani, S. (2023) Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28, 373–406. https://doi.org/10.1007/s10639-022-11122-4
Google Scholar CrossrefOrtega, P. J. (2023). Factores Asociados al Rendimiento en Matemáticas de Estudiantes Españoles en Educación Primaria . REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 21(3), 175–191. https://doi.org/10.15366/reice2023.21.3.010
Google Scholar CrossrefPalaigeorgiou, G., Tsolopani, X., Liakou, S., & Lemonidis, C. (2019). Movable, Resizable and Dynamic Number Lines for Fraction Learning in a Mixed Reality Environment. Advances in Intelligent Systems and Computing, 917, 118–129. https://doi.org/10.1007/978-3-030-11935-5_12
Google Scholar CrossrefPage, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S.E., Chou, R., Glanville, J., Grimshaw. J.M., Hróbjartsson, A., Lalu, M.M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L.A., Thomas, J., Tricco, A.C., Welch, V.A., Whiting, P. & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International journal of surgery, 88.
Google Scholar CrossrefPastor, H., Satorre, R., Molina, R., Gallego, F. J., & Llorens, F. (2015). Can Moodle be used for structural gamification?. International Technology, Education and Development 2015 Proceedings, 1014-1021.
Google Scholar CrossrefPuig, A., Rodríguez, I., Baldeón, J., & Múria, S. (2022). Children building and having fun while they learn geometry. Computer Applications in Engineering Education, 30(3), 741–758. https://doi.org/10.1002/cae.22484
Google Scholar CrossrefRamirez, E. Q., Daniel, J. B. G. A., Collantes, J. R. F. G., Nuncio, I. S., & Jamis, M. N. (2022). D-Knights: A 3D Role-Playing Mobile Game for Students with Dyscalculia and Math Learning Disability. Proceedings - 2nd International Conference in Information and Computing Research, 208–215. https://doi.org/10.1109/iCORE58172.2022.00056
Google Scholar CrossrefRamírez, M. D. R., & Olmos, H. I. (2020). Funciones cognitivas y motivación en el aprendizaje de las matemáticas. Naturaleza y tecnología, (2). Recuperado de http://quimica.ugto.mx/index.php/nyt/article/view/383/289
Google Scholar CrossrefRebollo, C., Remolar, I., Rossano, V., & Lanzilotti, R. (2022). Multimedia augmented reality game for learning math. Multimedia Tools and Applications, 81(11), 14851–14868. https://doi.org/10.1007/s11042-021-10821-3
Google Scholar CrossrefSallik, N. A., Hipiny, I., & Ujir, H. (2022). A Gamified Approach for Learning Elementary Arithmetic Operations. Proceedings - International Conference on Computer and Drone Applications, 51–54. https://doi.org/10.1109/ICONDA56696.2022.10000395
Google Scholar CrossrefSailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112.
Google Scholar CrossrefSetambah, M. A. B., Rajoo, M., Othman, M. S., Shuib, T. R., & Ibrahim, M. A. (2023). Non-digital gamification: Effects of teaching on mathematics achievement and student behavior. Nurture, 17(4), 504–515. https://doi.org/10.55951/NURTURE.V17I4.388
Google Scholar CrossrefShamim, M., Al Mamun, A., & Raihan, A. (2022). Mapping the research of technical teachers’ pedagogical beliefs about science technology engineering and mathematics (STEM) education. International Journal of Instruction, 15(4), 797-818. https://doi.org/10.29333/iji.2022.15443a
Google Scholar CrossrefSingh, C. P., & Pathania, M. (2022). A Gamified Approach for Learning the Concept of Mathematical Fraction: Assessing Application Efficacy and Efficiency. Proceedings of 2nd International Conference on Innovative Practices in Technology and Management, 329–332. https://doi.org/10.1109/ICIPTM54933.2022.9753922
Google Scholar CrossrefSoboleva, E. v, Sabirova, E. G., Babieva, N. S., Sergeeva, M. G., & Torkunova, J. v. (2021). Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), 1–16. https://doi.org/10.29333/ejmste/11177
Google Scholar CrossrefStranger-Johannessen, E. (2018). Exploring Math Achievement Through Gamified Virtual Reality. Lecture Notes in Computer Science, 613–616. https://doi.org/10.1007/978-3-319-98572-5_57
Google Scholar CrossrefSuárez-Caballero, J. (2023). DT-Based gamification in the mathematics class in primary education. REDIMAT –Journal of Research in Mathematics Education,12(1), 82-105. http://dx.doi.org/10.17583/redimat.9617
Google Scholar CrossrefSurendeleg, G., Murwa, V., Yun, H. K., & Kim, Y. S. (2014). The role of gamification in education–a literature review. Contemporary Engineering Sciences, 7(29), 1609-1616.
Google Scholar CrossrefUdjaja, Y., Guizot, V. S., & Chandra, N. (2018). Gamification for elementary mathematics learning in Indonesia. International Journal of Electrical and Computer Engineering, 8(5), 3860–3865. https://doi.org/10.11591/ijece.v8i5.pp3860-3865
Google Scholar CrossrefVázquez, E. & Sevillano, M.L. (2021). Gamificación en el aula (1ra ed). Mc Graw Hill.
Google Scholar CrossrefWardani, I., Tolle, H., & Aknuranda, I. (2019). Evaluation of an educational media on cube nets based on learning effectiveness and gamification parameters. International Journal of Emerging Technologies in Learning, 14(14), 4–18. https://doi.org/10.3991/ijet.v14i14.10505
Google Scholar CrossrefWidodo, S., & Rahayu, P. (2019). Analysis of elementary school students’ mastery in math instruction based on arithmetic gamification. Journal of Physics: Conference Series, 1157, 4. https://doi.org/10.1088/1742-6596/1157/4/042112
Google Scholar CrossrefYabut, E. R., Jamis, M. N., Manuel, R. E., & Fabito, B. S. (2019). Empowering elementary schools on learning math: A development of gamified educational mobile application for Grade 3 students. IEEE 11th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management. https://doi.org/10.1109/HNICEM48295.2019.9073428
Google Scholar CrossrefYan, Y. (2023). Gamification in Primary School Mathematics Education. Journal of Education, Humanities and Social Sciences. 22. 370-376. https://doi.org/10.54097/ehss.v22i.12468
Google Scholar CrossrefZafirova-Malcheva, T. (2017). Can we live without mathematics? An example of a game based lesson in the primary Education. Internatioanl Conference on Education and New Learning Technologies, EDULEARN, 6486-6492. Lated-Int Assoc. Technologu, Education and Development.
Google Scholar CrossrefZhao, J., & Li, Y. (2020). Experimental study on gamification teaching of mathematics classroom practice based on flow experience. Proceedings of 2nd International Conference on Computer Science and Educational Informatization, 36–40. https://doi.org/10.1109/CSEI50228.2020.9142485
Google Scholar CrossrefPublished
Metrics
Almetric
Dimensions
Issue
Section
License
Copyright (c) 2025 Blanca M. Sánchez-Arévalo, Javier Valenciano-Valcárcel , Raquel Fernández-Cézar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
