The use of gamification in higher technical education: perception of university students on innovative teaching materials

Fernandez-Antolin, Maria-Mar; Rı́o, José Manuel del; Lezcano, Roberto Alonso González

doi:10.1007/s10798-020-09583-0

Cited by 39 publications

(21 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The lack of motivation has an impact on students' attention in class, hence the learning outcomes. It is maintained that "motivation to learn is directly proportional to the effectiveness of learning (Fernandez-Antolin et al, 2020)," because it stimulates students to learn and pursue learning activities. The will to delve into a specific subject correlates with students' motivation.…”

Section: Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Outside the school: A review of the non-formal short-term architectural workshops

Sipahioğlu

Abbas

Yılmaz

2021

DRArch

View full text Add to dashboard Cite

Over the last fifteen years, apart from compulsory curricular studios, extracurricular intensive studios in architectural design (ISAD) have become a mainstream educational environment worldwide. ISADs cover an actual weight in non-formal architectural education. However, to date, there is no review on the methods, processes, or implementation of extracurricular ISADs. The field needs to enhance the visibility of workshop results with regular reporting of workshop activities to raise awareness among future professionals and the wider public. This review aims to make visible existing learning-teaching-experiencing environments and pedagogical conditions, practices, tendencies, and implementations in ISADs. The study follows three stages. It first conducts a scoping study to examine the research outputs on ISADs indexed in SCOPUS and Web of Science from January 1975 to September 2020. Second, it expands the workshop pool by including past ISADs reached via websites/papers. It codes each workshop with the codes and themes determined through the scoping study. Finally, it creates an interactive mapping detailing the following analysis: (1) Quantitative analysis of ISADs (Geographical distribution; outputs; principles, as elements creating the atmosphere and tactics); (2) Qualitative analysis to reveal the impact of workshop outputs on the interested stakeholders. The review suggests that ISADs, including their processes and outputs, contribute to the knowledge triangle in architecture by serving two fundamental roles: (1) A researchby-design activity to address socio-economic-ecological problems caused by the built environment; (2) A pioneering venture in improving the curriculum and practices of teaching and learning. Within the scope of the exigencies of the education field, this review uncovers the potential of ISADs in overcoming time-related, geographical, economic limitations; providing fresh perspectives on content and methods concerning architectural education; expanding the intellectual resources of students; enabling international collaboration between HEIs; breeding an experimental/flexible learning and research environment in the 1st and 2nd cycles to absorb ever-changing tools/methods promoted in professional/research sides of the field. This review provides the reader with an array of diverse teaching and learning practices on these non/informal grounds. The number of workshops included in this study is relatively small, therefore, researchers are encouraged to expand the number of workshops for further analysis.

show abstract

Section: Motivationmentioning

confidence: 99%

“…The will to delve into a specific subject correlates with students' motivation. Hence tutors need to determine the strategies that improve learning motivation (Fernandez-Antolin et al, 2020).…”

Section: Motivationmentioning

confidence: 99%

Outside the school: A review of the non-formal short-term architectural workshops

Sipahioğlu

Abbas

Yılmaz

2021

DRArch

View full text Add to dashboard Cite

show abstract

“…Moreover, Toussaint and Brown [21] in their study demonstrated how to increase students' motivation in mathematics using the ARCS model and concepts of gamification [22] to design Serious Games for mathematics learning. In another study of nearly graduated students of architecture, lack in the use of use of innovative teaching materials such as building simulation performance tools were identified as key reasons for students' demotivation as they felt they could not able to compete with other professional [23]. It was suggested to universities develop building simulation performance tools to enhance the student's motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

Application of ARCS Model for a Blended Teaching Methodologies: A Study of Students’ Motivation amid the COVID-19

Durrani¹,

Kamal²

2018

EAI Endorsed Transactions on e-Learning

View full text Add to dashboard Cite

INTRODUCTION: A well-developed course in accordance with sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students' motivation to learn in an online delivery mode amidst the COVID-19 outbreak. This paper contributes by presenting a case study on the application of ARCS models to enhance efficacy of an online course and students engagement.OBJECTIVES: A motivational framework based on the processes outlined in the ARCS model, implemented, and tested using a single-case study.METHODS: A cohort of seventy-five undergraduate students aged between 24 to 29 years from different program majors enrolled in a six-week mandatory IT in Business course participated in this research. A blend of a traditional flipped classroom and gamified teaching methodologies were applied in alignment with the ARCS model's four motivational factors: attention, relevance, confidence, and satisfaction, associated process, and strategies. Before, during, and after treatment surveys based on the original Instructional Material Motivation Survey (IMMS) with 36 questions were conducted to determine the effectiveness of blended teaching methodologies (BTM) on students' motivation. RESULTS:The BTM based on the ARCS model, process, and strategies have enhanced and/or sustained students' motivation and kept the subject interesting in an online environment, and ultimately improved their learning.CONCLUSION: An adaptive implementation of BTM aligned with ARCS models, process, and associated strategies can enable the enhancement and/or sustainability of students' motivation. The lecturers or designer should identify the right combination of BTM and activities through iterative motivational feedback of the students during course delivery.

show abstract

“…La revisión bibliográfica llevada a cabo muestra un escaso abordaje de la gamificación como estrategia didáctica en la enseñanza de las matemáticas. Si bien es cierto, existen diferentes investigaciones o experiencias educativas que presentan los resultados obtenidos de la implementación de la gamificación en la etapa de educación primaria y secundaria (Fernández-Gavira et al, 2018;Pisabarro & Vivaracho, 2018;Quintero et al, 2018), y en educación superior Viviana Malvasi / David Recio-Moreno (Corchuelo, 2018;Fernández-Antolín et al, 2021;Santos-Ferreira & Lacerda-Santos, 2018;Pérez-López et al, 2017). Sin embargo, se encuentran distintos estudios que relacionan la gamificación con la enseñanza de las matemáticas.…”

Section: Introducción Y Estado De La Cuestiónunclassified

Untitled

2021

alt

View full text Add to dashboard Cite

The implementation of didactic strategies that involve the imbrications of elements and specific languages of digital culture in the context of teacher training is an indispensable condition for the renewal of contemporary pedagogical action. This research aimed to identify relevant elements in a teaching process developed with 24 teachers in initial training (TIT) regarding gamification. This study consolidated a Case Study structured from the pedagogical experiences developed during the "Physical Education Teaching Methodology III. " The empirical data were produced through classroom observations with records in a field diary and digital audio recordings of debates held, which were transcribed. This corpus was submitted to a Content Analysis mediated by the ATLAS. ti software. The results indicated that the learning process about gamification developed from the experience of creating gamified classes. The presence, emphasis, or absence of certain game elements revealed the understanding that the TIT group established concerning thematic. It is also noteworthy that the association of gamified actions to digital technologies boosted education development in digital culture. Finally, the experience is undertaken forged possibilities of meaning and learning by assuming communication and reflection as mediating elements of gamified pedagogical actions.

show abstract

The use of gamification in higher technical education: perception of university students on innovative teaching materials

Cited by 39 publications

References 38 publications

Outside the school: A review of the non-formal short-term architectural workshops

Outside the school: A review of the non-formal short-term architectural workshops

Application of ARCS Model for a Blended Teaching Methodologies: A Study of Students’ Motivation amid the COVID-19

Untitled

Contact Info

Product

Resources

About