Multimodalidad como estrategia de formación docente en redes sociales: acción didáctica en la gamificación
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2026
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Rayón Rumayor, L., Barroso Moreno, C., Meneghel, G., & Hernández Ortega, J. (2026). Multimodalidad como estrategia de formación docente en redes sociales: acción didáctica en la gamificación. Revista electrónica interuniversitaria de formación del profesorado: REIFOP, 29(2), 97-117. https://doi.org/10.6018/REIFOP.715861
Abstract
La gamificación se ha consolidado como una de las metodologías con mayor presencia en el ecosistema digital educativo, debido a su potencial demostrativo y formatos fácilmente compartibles. El objetivo es determinar los comportamientos y las configuraciones multimodales de las publicaciones de gamificación del profesorado en X, Instagram y TikTok, atendiendo a etapa educativa, género y tipo de contenido. La metodología mixta combina técnicas de Big Data (N=189.414 publicaciones) y análisis de contenido manual de un corpus de publicaciones docentes más virales (N=189; 35 X, 86 Instagram y 68 TikTok). Los resultados muestran que la actividad se concentra en Educación Primaria (60,47%), seguida de Educación Secundaria y Bachillerato (25,00%), con patrones de género diferenciados por etapa, mayor presencia masculina en la Educación Universitaria. La multimodalidad está prácticamente omnipresente y se ajusta a las posibilidades expresivas de cada plataforma: predomina en Instagram con un 77,64% de “Me gusta”, especialmente texto+carrusel, con un 49,42% de publicaciones; en TikTok aparece con un 20,97%, exclusivamente definida por texto+vídeo y en X, con un 10,47%, se conforma bajo texto+imagen. Destaca la acción docente orientada a la aplicación de recursos con un 70,35% de publicaciones, y asociada a formatos visuales complejos, lo que configura las redes como repositorios prácticos de recursos y sugiere tensiones entre aplicabilidad inmediata, validación pedagógica y formación crítica.
Gamification has become one of the most prominent approaches in the digital education ecosystem due to its demonstrative potential and its compatibility with highly shareable social media formats. This study aims to identify teachers’ posting behaviours and the multimodal configurations through which gamification-related content circulates on X, Instagram, and TikTok, considering educational stage, sociodemographic variables, content type, and pedagogical orientation. A mixed-methods design combines Big Data techniques to collect a large dataset (N = 189,414) with a manual content analysis of a high-visibility corpus (N = 189; 35 on X, 86 on Instagram, and 68 on TikTok). Results indicate that activity concentrates in Primary Education (60.47%), followed by Secondary Education and Upper Secondary/Baccalaureate (25.00%), with stage-specific gender patterns (e.g., higher male presence in Higher Education: 4.65% vs. 1.75%). Multimodality is practically omnipresent and adapts to the expressive possibilities of each platform: it predominates on Instagram with 77.64% of "Likes," especially text+carousel formats, accounting for 49.42% of posts; on TikTok it appears in 20.97%, exclusively defined by text+video; and on X, at 10.47%, it consists of text+image. The teaching action focused on resource application stands out, with 70.35% and is associated with complex visual formats in the most viral posts, positioning social media as practical repositories of resources while revealing tensions between immediate applicability, pedagogical validation, and critical professional learning.
Gamification has become one of the most prominent approaches in the digital education ecosystem due to its demonstrative potential and its compatibility with highly shareable social media formats. This study aims to identify teachers’ posting behaviours and the multimodal configurations through which gamification-related content circulates on X, Instagram, and TikTok, considering educational stage, sociodemographic variables, content type, and pedagogical orientation. A mixed-methods design combines Big Data techniques to collect a large dataset (N = 189,414) with a manual content analysis of a high-visibility corpus (N = 189; 35 on X, 86 on Instagram, and 68 on TikTok). Results indicate that activity concentrates in Primary Education (60.47%), followed by Secondary Education and Upper Secondary/Baccalaureate (25.00%), with stage-specific gender patterns (e.g., higher male presence in Higher Education: 4.65% vs. 1.75%). Multimodality is practically omnipresent and adapts to the expressive possibilities of each platform: it predominates on Instagram with 77.64% of "Likes," especially text+carousel formats, accounting for 49.42% of posts; on TikTok it appears in 20.97%, exclusively defined by text+video; and on X, at 10.47%, it consists of text+image. The teaching action focused on resource application stands out, with 70.35% and is associated with complex visual formats in the most viral posts, positioning social media as practical repositories of resources while revealing tensions between immediate applicability, pedagogical validation, and critical professional learning.
Description
Financiado por el Ministerio de Ciencia, Innovación y Universidades. Plan Estatal de Investigación Científica y Técnica y de Innovación 2024-2027. Referencia del proyecto: PID2024-159262NB-I00.
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