Engaging Engineering Students with Gamification

Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

doi:10.1109/vs-games.2013.6624228

Cited by 215 publications

(139 citation statements)

References 18 publications

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“…En ambos casos, es necesario establecer los objetivos de aprendizaje y dirigir los componentes del juego hacia ello [9], [11], [14]. De igual manera, es importante, al definir un juego, considerar cuál es el área específica de conocimiento, la complejidad de la disciplina y los perfiles de los jugadores de modo que se obtenga un efecto positivo y no se desvirtúe su objetivo inicial.…”

Section: Discussionunclassified

La gamificación en la educación superior: una revisión sistemática

Lozada-Ávila

Gómez²

2017

rev.ing.univ.Medellin

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Section: Discussionunclassified

La gamificación en la educación superior: una revisión sistemática

Lozada-Ávila

Gómez²

2017

rev.ing.univ.Medellin

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“…Gamifying teaching can increase the potential of learning motivations and participation, thus enabling teachers to guide and reward students better, and significantly improving the cognition, emotional, and social skills of students [14]. In gamification-based learning, learners do not plan one game only throughout the whole class.…”

Section: Gamificationmentioning

confidence: 99%

Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center

Wu¹,

Wang²,

Xia³

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.

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“…To validate the results of the systems that are used in education, measurable criteria must be obtained. The following list containing some of the evaluation metrics used to evaluate ITS [8] and course design [9]:…”

Section: User Knowledge Models For Adaptive Hypermedia and Adaptive Ementioning

confidence: 99%

DrSust: Adaptive Tutoring System to Increase Students’ Engagement in Programming Learning

Eltegani¹

2017

IJEETDM

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At Sudan University of Science and Technology (SUST), programming fundamentals is a core subject to computing students which is usually taught during their first year of study. Staff teaching programming subject realized that the course is time demanding and students required close follow up in and out of class. If diagnosis of learning difficulties and timely support to students is not provided; struggle and frustration will happen and this will eventually lead to students' disengagement. Disengagement results in students not utilizing all the possible time they can in performing programming learning related tasks. In this work an adaptive system was designed and built iteratively to help students in learning programming and to identify the engaging aspects of learning. Additional functionalities and improvements were added to the system after each system's iteration depending on the usage pattern derived from students log data. After running the system for three iterations the attributes that were used for modeling the students and hence adapt the system are: navigation pointer, language, quizzes Level, exercises level and learning style.

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Engaging Engineering Students with Gamification

Cited by 215 publications

References 18 publications

La gamificación en la educación superior: una revisión sistemática

La gamificación en la educación superior: una revisión sistemática

Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center

DrSust: Adaptive Tutoring System to Increase Students’ Engagement in Programming Learning

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