Insatisfacción y abandono en la Plataforma de Gamificación Educativa ClassDojo: análisis de reseñas de usuarios

Abstract

Context: Age segregation limits reciprocal learning among children, adolescents, and older adults and their participation in community responses to social and socioenvironmental challenges. Objective: To synthesize evidence on intergenerational educational programs and their implications for teacher education focused on sustainable development and research and socioemotional competencies. Methods: A systematic review followed PRISMA 2020. ERIC, PubMed/PMC, publisher records, Crossref, university repositories, and reference lists were searched using Spanish and English terms. Eligible empirical studies were published between 1996 and 2026 in Spanish, English, or Portuguese and reported educational, socioemotional, participatory, or sustainability-related outcomes. Results: Of 28 identified records, 20 studies were included in the narrative synthesis: 16 provided direct evidence of intergenerational interaction and four provided contextual evidence. Findings indicated improvements in attitudes toward older age, dialogue, affective engagement, civic literacy, and community participation. Reciprocity, teacher facilitation, continuity, shared purposes, and evaluation emerged as essential conditions. Evidence on research competencies was limited, although opportunities were identified through inquiry, environmental exploration, documentation, and digital mediation. Conclusions: The findings support a proposed teacher education approach incorporating co-design, situated inquiry, socioemotional education, and multimethod assessment. However, evidence on research competencies requires strengthening.