Gamification tools in the learning of shipbuilding in the undergraduate marine engineering education
| Autor: | Alejandro Leon, Marta Peña |
|---|---|
| Přispěvatelé: | Universitat Politècnica de Catalunya. Departament de Ciència i Enginyeria Nàutiques, Universitat Politècnica de Catalunya. Departament de Matemàtiques, Universitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group |
| Rok vydání: | 2021 |
| Předmět: |
Class (computer programming)
General Computer Science Computer science Construcció naval -- Ensenyament assistit per ordinador Nàutica [Àrees temàtiques de la UPC] General Engineering Attendance Collaborative learning Lexicon Gamification Education Comprehension Construcció naval -- Ensenyament Mathematics education Virtuality (gaming) Ensenyament i aprenentatge [Àrees temàtiques de la UPC] Adaptation (computer science) Ludificació Ensenyament i aprenentatge::TIC's aplicades a l'educació [Àrees temàtiques de la UPC] Classroom climate |
| Zdroj: | UPCommons. Portal del coneixement obert de la UPC Universitat Politècnica de Catalunya (UPC) |
| ISSN: | 1099-0542 1061-3773 |
| DOI: | 10.1002/cae.22465 |
| Popis: | This study assesses the implementation of different gamification tools and learning complexity in the of the subject Shipbuilding Principles of the Universitat Politècnica de Catalunya · BarcelonaTech (UPC). This experience has been carried out under a triple new scenario: the virtuality due to the Covid-19 pandemic, added to the gamified training, and the assessment carried out remotely. Both the content and the assessment of the subject have been presented using three gamification web tools (Kahoot!, Mentimeter, and Socrative) and three learning complexity (Lexicon, Comprehension, and Visual & Relationship). The content of the subject has been taught in a dynamic, entertaining, and active way. An important factor that has been taken into account was student diversity when responding to gamified elements, using different gamification tools and different learning complexity. This experience of gamification had a positive impact on student motivation, class attendance, participation, collaborative learning, and classroom climate, which is key in a scenario like the current one, with an adaptation of classes to online learning due to the pandemic. From the results obtained, it can be stated that the gamified experience, even offering a good result compared to previous academic years, did not provide a significant improvement in the overall academic performance of the students. Regarding the gamification tools, the one that presented a slight advantage over the rest was Socrative, which is based on a particular challenge without competition between peers or groups. Regarding the learning complexity, all presented a similar level of success. Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat |
| Databáze: | OpenAIRE |
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