Gamification and Engagement: Development of Computational Thinking and the Implications in Mathematical Learning

Pires, Fernanda; Lima, Fábio Michel Maquiné De; Melo, Rafaela; Bernardo, João Ricardo Serique; Freitas, Rosiane de

doi:10.1109/icalt.2019.00112

Cited by 12 publications

(11 citation statements)

References 11 publications

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“…Por otra parte, varios estudios indican que el uso de la gamificación no solo permitió transferir y practicar contenidos, sino también ayudó al desarrollo del pensamiento lógico y a la habilidad para la resolución de problemas (Pires et al 2019;Szilágyi & Körei, 2021).…”

Section: Discussionunclassified

“…Por otro lado, en México, (Leyva-Carrillo et al 2019), aplicaron la gamificación en la materia de Métodos Numéricos, donde concluyeron que los docentes aplicando esta estrategia aumentan su capacidad creativa, su curiosidad por explorar e innovar nuevas formas de enseñar y trasmitir el conocimiento, de esta manera superan su desempeño docente. Mientras que, en Brasil, (Pires et al 2019), aplicaron la gamificación en niños de escuela primaria para la resolución de problemas matemáticos, demostrando la capacidad de promover el desarrollo de pensamiento computacional, así como un impacto directo en actividades matemáticas destinadas a la resolución de problemas.…”

Section: Introductionunclassified

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App gamificada para el aprendizaje activo de ecuaciones lineales

Baculima-Suárez

Erazo-Álvarez²

2022

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La matemática como una materia indispensable para crear competencias para el futuro, requiere un adecuado aprendizaje. El presente estudio analiza la gamificación como una estrategia para el aprendizaje activo de ecuaciones lineales; realizado mediante un diseño cuasiexperimental aplicando un enfoque mixto; se realizó un pretest para identificar conocimientos previos; se aplicó una app gamificada para el aprendizaje activo de ecuaciones lineales; y, finalmente, mediante un postest y grupo focal, se evaluó de qué manera el uso de la gamificación como estrategia didáctica pudo aportar al aprendizaje de ecuaciones lineales. Mediante la app gamificada los estudiantes sienten curiosidad y motivación, con ganas de aprender; sin embargo, la app gamificada no aportó de forma significativa al aprendizaje de ecuaciones lineales, evidenciando que por sí solo el recurso tecnológico no genera conocimiento en los estudiantes, debiéndose tomar en cuenta principalmente el enfoque pedagógico del docente como gestor del conocimiento.

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Section: Discussionunclassified

Section: Introductionunclassified

App gamificada para el aprendizaje activo de ecuaciones lineales

Baculima-Suárez

Erazo-Álvarez²

2022

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“…In another study, where a mobile app game was used to promote CT [45], the authors found that, generally, the average time that students spent on a level in the game increased with the level of progression. Other studies [46] found that it is the didactic sequence itself that scaffolds the students to acquire CT, and the authors report an increasing learning rate in the experimental group compared to the control group.…”

Section: Gamificationmentioning

confidence: 92%

Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Santo

Farah

Martínez

et al. 2022

IEEE Trans. Learning Technol.

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Computational thinking (CT) skills are becoming increasingly relevant for future professionals across all domains, beyond computer science (CS). As such, an increasing number of bachelor's and master's programs outside of the CS discipline integrate CT courses within their study program. At the same time, tools such as notebooks and interactive apps designed to support the teaching of programming concepts are becoming ever more popular. However, in non-CS majors, CT might not be perceived as essential, and students might lack the motivation to engage with such tools in order to acquire solid CT skills. This article presents a field study conducted with 115 students during a full semester on a novel computational notebook environment. It evaluates computational notebooks and CT skills in an introductory course on information technology for first-year undergraduates in business and economics. A multidimensional evaluation approach makes use of pre-and post-test surveys, lectures, and self-directed laboratory sessions tracking analytics. Our findings suggest that, in the process of learning CT for non-CS students, engagement in active learning activities can be a stronger determinant of learning outcomes than initial knowledge. Furthermore, gamifying computational notebooks can serve as a strong driver of active learning engagement, even more so than initial motivational factors.

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“…With the integration of mobile devices into life, mobile educational games have become an important tool for developing various skills, and there are many studies that demonstrate the effectiveness of mobile educational games in various disciplines (Chou et al, 2021). Besides, providing scaffolding during computational thinking learning activities helps learners' learning effectiveness (Pires et al, 2019). In this study, a pattern recognition game was added to the algebraic reasoning scaffolding to assist learners in their learning process.…”

Section: Introductionmentioning

confidence: 99%

Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding

Chao

Hou

2023

Journal of Educational Computing Research

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Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding was designed to support learners' learning. Sixty participants were enrolled in this study, divided into a control group and an experimental group to compare the results and differences in game achievement, flow, anxiety, and motivation of participants with and without algebraic reasoning scaffolding. The results of the study showed that the participants in both groups had positive flow and motivation during the game, did not feel over-anxious, and there was no significant difference in the game achievement of the two groups. In addition, the game with the scaffolding may have the potential to make a positive correlation between game achievement and psychological status. The results of this study indicated that the game did not cause too much anxiety to the participants. The scaffolding-based design achieves the intended effect on the participants' assistance and facilitates the participants' engagement in pattern recognition problem solving. And as learners became more focused and engaged, they could also perform better in the game. This game mechanism can be used as a reference for designing pattern recognition games.

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Gamification and Engagement: Development of Computational Thinking and the Implications in Mathematical Learning

Cited by 12 publications

References 11 publications

App gamificada para el aprendizaje activo de ecuaciones lineales

App gamificada para el aprendizaje activo de ecuaciones lineales

Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding

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