Design of a Smartart Classroom in Art History: A Learning Experience With Self-Regulated Serious Games

Manzanares, María Consuelo Sáiz; Yáñez, María José Zaparaín; Arribas, Sandra Rodríguez; Iglesias, Andrés Bustillo

doi:10.21125/inted.2019.0565

Cited by 1 publication

(1 citation statement)

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“…In summary, the instructional methodology based on technology involves a pedagogical redesign on what, how and when to teach and evaluate [15]. This fact involves an adaptation of the teaching-learning processes to the new educational framework in the 21st-century society [16] which is developed in a very high percentage in virtual teaching-learning spaces such as LMS [17]. In addition, the structuring of information in these virtual spaces must be made attractive to the learner and include elements that enhance the development of SRL [18].…”

Section: State Of the Artmentioning

confidence: 99%

Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos

Manzanares

Martín

Alonso-Martínez

et al. 2021

IJERPH

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Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences.

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Section: State Of the Artmentioning

confidence: 99%