Gamification in Science Education: Gamifying Learning of Microscopic Processes in the Laboratory

Fleischmann, Katja; Ariel, Ellen

doi:10.30935/cedtech/6168

Cited by 31 publications

(17 citation statements)

References 14 publications

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“…Since research on gamification in education is still developing, this study aims to offer a new evidence. This lack of evidence for the efficacy of gamification is not specific to science education but to higher education in general (Fleischmann and Ariel, 2016).…”

Section: Resultsmentioning

confidence: 99%

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Carrillo¹,

García²,

Laguna³

et al. 2019

EJEL

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Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L -Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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Section: Resultsmentioning

confidence: 99%

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Carrillo¹,

García²,

Laguna³

et al. 2019

EJEL

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show abstract

“…En contraposición, el 31,6% respondió que sí la había empleado durante su experiencia colegial (15,8%) o universitaria (15,8%). Cabe destacar que las personas que respondieron afirmativamente a esta interrogante tenían una edad entre 24 y 44 años, lo cual reafirma que el fundamento de esta estrategia no es nuevo, sino que lo novedoso es el concepto como tal (Dicheva et al, 2015;Fleischmann y Ariel, 2016). Además, como la gran mayoría del grupo no ha entrado en contacto con esta, es posible apuntar a su implementación como una herramienta interesante de analizar para el proceso de enseñanza-aprendizaje parauniversitario.…”

Section: Resultados Análisis Y Discusiónunclassified

“…La gamificación es una nueva tendencia, en donde elementos de juegos son usados en contextos poco comunes, como educación, salud, áreas sociales y mercadeo (Turan, Avinc, Kara y Goktas, 2016). El término fue acuñado por Nick Pelling en 2002 (Kim, 2015), pero se dice que su primer uso se dio en 2008 (Fleischmann y Ariel, 2016) y su adopción no se extendió sino hasta después de la segunda mitad de 2010 (Dicheva, Dichev, Agre y Angelova, 2015).…”

Section: Antecedentesunclassified

Empleo de la gamificación en un curso de Fundamentos de Biología

Morera-Huertas

Román

2019

Rev. Electr. Educare

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“…points, badges, and rewards, as a form of immediate feedback. There were six studies, however, that discussed immediate feedback as a separate game mechanic used in their gamified learning interventions (Buckley & Doyle, 2016;Cheong et al, 2013;Fleischman & Ariel, 2016;Geelan et al, 2015;O'Donovan et al, 2013;Rose et al, 2016). Only two of these six studies note results specific to the use of immediate feedback.…”

Section: Results Relevant To Rq #1: Game Mechanics Studiedmentioning

confidence: 99%

Game mechanics and why they are employed: What we know about gamification so far

Bevins

Howard

2018

Issues and Trends in Educational Technology

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This literature review addresses the research surrounding gamification in online learning, focusing on the game mechanics studied in conjunction with the pedagogical aspirations they were employed to support. Findings include frequencies of game mechanics studied, showing a continuum from most studied, badges closely followed by leaderboards, to the least studied, storylines. Pedagogical aspirations fell into five thematic groups, where frequencies ranged from the most often targeted numerical learning outcomes, to the least often targeted, playfulness. A frequency continuum of tools used to gamify instructional designs is included. We conclude that the strategic selection of game mechanics is possible, but the research trajectory surrounding the implementation of gamified designs is haphazard.

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Gamification in Science Education: Gamifying Learning of Microscopic Processes in the Laboratory

Cited by 31 publications

References 14 publications

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Empleo de la gamificación en un curso de Fundamentos de Biología

Game mechanics and why they are employed: What we know about gamification so far

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