Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

Abstract

Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Dif-ferential Calculus course. Twelve (12) didactic units were designed. The instru-ment used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reduc-ing dropout. In conclusion, game-based learning can be used to strengthen educa-tional processes in engineering.

Didactic Strategy Mediated by Games in the Teaching of Mathematics in First-Year Engineering Students

“…The relationship that exists between the different dimensions of the ARCS model and collaborative work complements what is stated in (Zabala-Vargas et al, 2021). The qualitative aspects exposed in the present work allow strengthening the previously exposed results; mainly limiting the improvement options for a future instructional design.…”

“…Other tools used were: Kahoot, Socrative, and Wolfram Mathematica. These were selected based on the experiences of the authors of this work (Zabala-Vargas et al, 2021), and complement the proposed didactic units. The storyline focused on a superhero adventure, making adaptations to the educational environment.…”

The Enhancement of OSH Training with an Augmented Reality-Based App

“…For the purpose of identifying enhancements to educational or training practices, Zabala-Vargas et al [38] recommended DBR, as this methodology is systematic and flexible. The main output for this research is the learners' (i.e., the participants') academic performance, whereas the secondary output is their motivation.…”

Research in the Classroom: The Teaching of Economics and Gamification

“…Gamification is focused on challenges, rewards, achievements, among others, in a particular classroom environment with the particular elements required for the game, unlike Game-Based Learning (GBL) that focuses on the use of computer or digital environments [18], in which the use of gamification has positive effects [28,29].…”