Just a game? Gamifying a general science class at university

Sánchez‐Martín, Jesús; Cañada-Cañada, Florentina; Dávila-Acedo, María Antonia

doi:10.1016/j.tsc.2017.05.003

Cited by 92 publications

(71 citation statements)

References 12 publications

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“…It is remarkable that gamification, according to this definition, is not constricted to educational areas. Moreover, gamification seems to be born inside financial, marketing, and economical areas [18].…”

Section: Gamificationmentioning

confidence: 99%

“…Students should face the academic course not only as a job to do, but as a game to play, and a game must be fun [20]. Gamification connects directly with the student's interest center and generates a positive attitude towards the study task [18]. When asked about previous positive academic or instructional experiences, it is very common to obtain responses from students like: "That teacher was great, he/she taught us as if it was a game", "we learned as we were playing", or "his lessons were as if he was telling us a tale".…”

Section: Gamificationmentioning

confidence: 99%

“…The general gamification proposal is fully described elsewhere [18], with a narrative linked to Star Wars TM . The course included 30 sessions (90 min) that were systematically organized in the following way:…”

Section: Instructional Designmentioning

confidence: 99%

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Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

et al. 2019

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Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students' motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

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Section: Gamificationmentioning

confidence: 99%

Section: Gamificationmentioning

confidence: 99%

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Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

et al. 2019

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“…Relacionado con el análisis por países, se ha considerado subrayar las instituciones más prolíficas en el ámbito, donde despuntan universidades españolas con publicaciones muy actuales. Siguiendo a las universidades foráneas de Bozen, Bolzano, y Colombo, con siete las dos primeras y cuatro documentos publicados la tercera, destaca la Universidad de Extremadura con tres artículos (Marín, López & Maldonado, 2015;Sánchez, Cañada & Dávila, 2017;Sánchez, Cañada & Dávila, 2018). Le acompañan las universidades Politècnica de València, con dos documentos (García, Si tomamos ahora los datos extraídos de los distintos documentos en cuanto a colaboración y coautoría, en la Tabla 2 se analizan el número de autores para conocer la información concreta acerca de las estructuras y redes de colaboración en la comunidad científica, y con ello el carácter multidisciplinar (en mayor o menor medida) de las publicaciones estudiadas.…”

Section: Resultsunclassified

“…Por una parte, únicamente se registra un documento en la etapa de infantil, el de Florou, Mavroudi, Haidi, Gouscos y Meimaris (2009), que incluye un estudio de caso en esta etapa, junto con otros dos en primaria y en educación especial; siendo el juego una de las principales herramientas de aprendizaje en la educación infantil, sorprende que apenas se registra un documento publicado sobre el uso de la gamificación en la etapa. Por otra, la mayoría de las publicaciones se refieren a aplicaciones en grupos de primaria (Bratitsis, Meireles & Neto, 2017;Caldeiro, Yot & Castro, 2018;García, Jurdi, Jaén & Nacher, 2018;Oliveira & Cruz, 2018;Tsarava et al, 2017), aunque también se contemplan siete documentos de secundaria (Cruz & Orange, 2016;Gifreu, 2015;Isayama, Ishiyama, Relator & Yamazaki, 2016;Mystakidis & Berki, 2018;O'Donnell & Jouy, 2015;Paunova, Terzieva, Dimitrov & Boneva, 2018;Petrucco & Agostini, 2016) y quince en estudios superiores (Carrillo et al, 2018;Landicho et al, 2017;Sánchez, Cañada & Dávila, 2017). Entre estos últimos destacamos las investigaciones llevadas a cabo en los grados de formación de maestros (Cózar & Sáez, 2016;Sánchez, Cañada & Dávila, 2018), para ser aplicadas posteriormente en las aulas, o para averiguar las percepciones de los futuros maestros al respecto (Marín, López & Maldonado, 2015).…”

Section: Resultsunclassified

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

Chacón

Suelves

Esteve³

2019

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ResumenEste trabajo se interesa por un tema de actualidad como es la gamificación en educación, una interesante estrategia didáctica para responder a los alarmantes datos sobre fracaso y abandono escolar obtenidos año tras año en las pruebas diagnósticas realizadas en el ámbito europeo. A través del estudio bibliométrico de la producción científica se ha analizado las principales tendencias en gamificación, como práctica mediada por la tecnología en las aulas de las diferentes etapas educativas, a través de 137 documentos alojados en la base de datos Scopus y publicados en la última década. En los resultados se revela que el número de documentos se ha incrementado notablemente en los últimos años; sin embargo, el impacto en las prácticas digitalizadas de aula sigue siendo escaso, exceptuando algunos casos. Se destaca que el peso del continente europeo es notable en este campo, si lo comparamos con el americano o el asiático. Y también que la mayoría de las publicaciones se sitúan en Primaria, existe un cierto equilibrio entre asignaturas científicas y humanísticas y los dispositivos de preferencia son las tabletas. Concluimos apuntando contrastar sistemáticamente estudios por etapas y reflexionar sobre las estrategias educativas en el contexto de la sociedad digital. Palabras clave: gamificación, estrategia educativa, aprendizaje, base de datos, tecnología. AbstractThis work is interested in gamification education, an interesting didactic strategy to respond to the alarming data on school failure and dropout obtained year after year in diagnostic tests carried out in Europe. Through the bibliometric study of scientific production, the main trends in gamification have been analysed, as a practice mediated by technology in the classrooms of the different educational stages, through 137 documents included in the Scopus database and published in the last decade. The results reveal that the number of documents has increased significantly in recent years; however, the impact on digitised classroom practices is still limited except in a few cases. It should be noted that the weight of the European continent is remarkable in this field, if we compare it with the Americas or Asia. And also that most of the publications are located in Primary, there is a certain balance between scientific and humanistic subjects and preferred devices are tablets. We conclude by systematically contrasting studies by stages and discussing educational strategies in the context of digital society.Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje. J. Peirats, D. Marín y M.I. VidalPágina 2 de 26 Sommario Questo documento si interessa di gamification in materia di istruzione, un interessante strategia didattica per rispondere ai dati attuali molto allarmanti sul fallimento e l'abbandono scolastico, ottenuti anno dopo anno nei test diagnostici condotti in Europa. Attraverso lo studio bibliometrico della produzione scientifica, sono state analizzate le principali tendenze dell'uso della gamification, come pratica mediat...

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The interplay between gamification and network structure in social learning environments: A case study

Sousa-Vieira

López-Ardao

Fernández‐Veiga

et al. 2020

Comp Applic In Engineering

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Social learning environments (SLEs) are software suites that enable the application of both traditional and innovative teaching methodologies, blending activities tailored to the specific goals of the teaching style. In particular, SLEs have been used to introduce, on a medium and large scale, gamification strategies as a complement to traditional learning procedures. In this context, the existence of gamified activities can probably change the type and strength of the social relationships encouraged by the SLE among students. In this case study, we examine an SLE endowed with gamification capabilities and discuss the interplay between the designed gamified tasks and the resulting network of communications among the agents. Our findings reveal that the network structure reflects the interactions within the class in a nontrivial way and conversely that the network structure can be used to anticipate or predict the evolution of the student groups throughout the course. The results of this study support the claim that when the activities are designed around well‐conceived gamification and reward mechanisms, they quite easily capture the interest of the participants, whose engagement does not diminish with the progress of the academic term.

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Just a game? Gamifying a general science class at university

Cited by 92 publications

References 12 publications

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

The interplay between gamification and network structure in social learning environments: A case study

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