Conceptual Learning of Electric and Electronic Circuits With Gamification

Pastushenko, Olena; Geurts, Luc; Hruška, Tomáš

doi:10.1145/3341215.3356305

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…Researchers have determined that difficult concepts and overwhelming workloads cause a loss of motivation and a decrease in the level of engagement in engineering students (Marasco et al, 2016; Ruipérez-Valiente et al, 2017). To solve these problems, the studies conducted in the abovementioned fields suggested the use of gamification in the learning environment, curriculum (e.g., Uskov & Sekar, 2014), and course (e.g., Díaz-Ramírez, 2020; Ntokos, 2019; Pastushenko et al, 2019; Söbke, 2019) or course activities, such as laboratory work, discussions, homework, and projects (e.g., Hammerschall, 2019; Kim et al, 2016, 2018; Lambruschini & Pizarro, 2015; Leung & Pluskwik, 2018; Marasco, et al, 2016). These studies revealed that there was an increase in self-efficacy, motivation, engagement, and learning for engineering students when the instruction was gamified.…”

Section: Resultsmentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

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Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.

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Section: Resultsmentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

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“…Focusing on gamification, an adaptable gamification platform has been developed in Python, by researchers from Winston Salem State University, USA. The tool enables instructors to create their own problems and game features, and it has been used in electric circuit teaching [25]. Concerning software tools, in a recent study at the Technical University of Košice (Slovak Republic), the use of Excel has been proposed as an alternative to other, more specific but also more expensive, software for the modeling of resonant circuits [12].…”

Section: Trends In Linear Circuit Analysis Teachingmentioning

confidence: 99%

Tools for simultaneous online and in‐person teaching in a Linear Circuit Analysis subject

Fernández

Vicente

2022

Comp Applic In Engineering

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During the first semester of 2020-2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID-19 pandemic: students were able to attend in-person or online, as long as the in-person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in-person or online. Specific software tools were used for the in-advance seat reservation and simultaneous online and in-person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in-person or online average examination marks (p = .133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course.

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“…[26] For instance, Pastushenko et al developed a tool for the conceptual learning of electric and electronic circuits. In this case, the student has to modify some values on the proposed circuits in order to obtain the correct voltage across the given components and let the game character "surf" to the next circuit [27]. The research proposed by Coull et al makes use of Gamification for developing an application capable of simulate cybercrimes and provide training to police officers.…”

Section: Gamificationmentioning

confidence: 99%

Learning Capacity in Simulated Virtual Neurological Procedures

Mancosu¹,

Czanner²,

Punter³

2020

Computer Science Research Notes

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In recent years, the use of Virtual Reality (VR) has skyrocketed in many fields. From videogames to education, the popularity of this technology is well known also thanks to its affordability and the growing number of available content. An immersive approach and the correct use of gamification have been proven to be valuable tools for learning in different fields. There are many examples of the adoption of VR application also in the healthcare setting not only for learning purposes but also for patients' rehabilitation. This paper is intended to list some existing works and then present our project for an immersive serious game with the aim of enhancing the training of healthcare workers for the assessment of stroke patients.

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Conceptual Learning of Electric and Electronic Circuits With Gamification

Cited by 6 publications

References 15 publications

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Tools for simultaneous online and in‐person teaching in a Linear Circuit Analysis subject

Learning Capacity in Simulated Virtual Neurological Procedures

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