@misc{10481/68793,
year = {2021},
url = {http://hdl.handle.net/10481/68793},
abstract = {The European Union has recognized the close relationship between mental health, wellbeing, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving
(ESL). Literature shows that there are research gaps in this regard, but there are some inklings to
think that innovative teaching methods can improve both adolescent´s mental health and reduce the
rates of ESL. The main objective of this article was to find out how the use of game-based teaching
techniques affects the well-being of students at risk of ESL. The life story of one young student that
has left school early has been studied, focusing on the impact that gamification had in his scholar
trajectory and well-being. Data analysis was carried using the constructivist version of the grounded
theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a
period of gamification can have a positive effect in school engagement as a result of better levels of
wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound
effect acting as a risk factor to ESL.},
publisher = {MDPI},
keywords = {Gamification},
keywords = {Adolescence},
keywords = {Game-Based Learning},
keywords = {Early school leaving},
keywords = {Dropouts},
keywords = {Wellbeing},
keywords = {Mental health},
keywords = {Life story},
keywords = {Grounded Theory},
title = {Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story},
doi = {10.3390/su13052569},
author = {Guerrero Puerta, Laura M. and Guerrero, Miguel Ángel},
}