Gamification in Engineering Education during COVID-19: A Systematic Review on Design Considerations and Success Factors in its Implementation

Abstract

In pre-pandemic scenarios, various studies have indicated that gamification has turned out to contribute to improving student learning; however, in the context of the pandemic and in the face of the abrupt change to a virtual teaching modality, the need for learning innovations to overcome the limitations of social distancing was much more critical. Thus, this article aims to explore and describe the design considerations of gamification and the factors that evidenced its success in engineering education. Therefore, a systematic review of the literature was developed under a mixed approach and with an exploratory-descriptive scope. The results showed that gamification was applied to a greater extent in computer engineering and software engineering. In addition, the design considerations that prevailed in the development of gamification applications were, to a greater extent. focused on the pedagogical objective and the interaction of the simulation. It was found that the application of gamification effectively generates motivation, commitment, and permanent participation of the student. As such, it is concluded that aspects such as the area of knowledge of the student in engineering are relevant for the implementation of gamification. In addition, the design considerations that contribute to the success of the construction of student learning do not depend on the virtual, face-to-face or hybrid teaching model; however, it is necessary to build regulations that regulate and promote the continuity and sustainability of the use of gamification throughout the engineering career and not in isolation.

Examining the Practicality of Mobile-Based Gamification Assessment in Electrical Machine Course: A Study in Industrial Electrical Engineering

“…In terms of practicality, this research aligns with several prior studies that have also demonstrated a high level of practicality of mobilebased assessment for evaluating learning in higher education (Aguiar-Castillo et al, 2020;Chan et al, 2022;Sanchez et al, 2020). The findings of this study are consistent with earlier research, indicating that students perceive the use of this approach as an effective evaluation tool that is user-friendly and positively impacts their learning (Chamorro-Atalaya et al, 2023;Joshi et al, 2022;Kamaghe et al, 2020).…”

“…Assessing student learning outcomes is an essential component of an effective learning process (Aguiar-Castillo et al, 2020;Chamorro-Atalaya et al, 2023;Díaz-Ramírez, 2020). In the context of the EMC, a comprehensive and accurate evaluation of students' comprehension of concepts and practical skills is crucial to ensure the achievement of learning objectives.…”

Evaluación formativa en estudiantes de educación secundaria

“…Cuando se combina el constructivismo con la educación, el problema principal suele ser que se ha entendido que el enfoque permite a los alumnos aprender individualmente; sin que el docente intervenga en el proceso (Ortiz, 2015). En la actualidad, las tendencias y preocupaciones exigen que las generaciones jóvenes encuentren soluciones a sus expectativas tecnológicas y necesidades inmediatas en el ámbito educativo (Ortiz-Colón et al, 2018); a la vez es necesario construir normativas que regulen y promuevan la continuidad y sostenibilidad del uso de la gamificación (Chamorro-Atalaya et al, 2023). En la I.E., se evidencia en sus procesos internos una continuidad con el uso de las estrategias tradicionales de evaluación sumativa, el exceso de calificaciones negativas por no presentar ciertas actividades que requieren una elaboración fuera del centro educativo, incipiente uso del centro de cómputo, falta de capacitaciones integrales sobre avances en la forma de evaluar al estudiante y una ausencia del conocimiento tecnológico alineada a las TIC que generen cambios internos significativos en los procesos evaluativos.…”