Classical teaching-learning methods have been widely used in higher education. However, current teaching and evaluation methodologies are incorporating dynamic techniques that allow greater student participation in the learning process. It is essential that the classic model of education adapts to the changes in society and uses proper tools to encourage motivation in the education process. Gamification approaches generate motivation in the students and can lead to enhance the learning processes and outcomes. These strategies offer an alternative that is being used increasingly in higher education. Therefore, in this study, we developed a gamification strategy to generate motivation and engagement in engineering students. The strategy is applied in different courses and both in traditional and remote modalities. The validation of the proposal was carried out through a diagnostic tool in the form of a survey applied to the students of the courses where the gamified strategies were implemented. From these results we concluded that the gamified strategy helped to increase the motivation and engagement of the students, generating greater participation in the academic activities.
Under the health emergency implemented in Mexico City, due to pandemic caused by COVID19, and the measures to protect the population organized by the Secretaría de Salubridad and Federal Government, the face-to-face classes at all levels of education were suspended. This situation lasted for several months, so, in the case of the Universidad Autónoma Metropolitana, UAM, it was decided to continue conducting academic activities remotely. This decision brought an additional problem since some subjects taught in engineering careers cannot be implemented for the student to carry them forward at home. This is the case with physics labs. Situation that led to this educational research. The issue to solve is How can you teach Physics Lab in a non-in-person way? In this paper we describe how the objective was achieved, specifically in the Learning Teaching Unit, UEA, Laboratory of Rigid Body and Oscillations. Using Information and Communication Technologies together with the use of Video and Video Analysis Software, a working method could be implemented in which all the stages of experimental work were carried out. The results of the activities carried out at home by the students, communicated in the respective written reports, show that the proposed method for remote teaching of Laboratory of Physics is feasible and allows to carry out the process of non-face-to-face teaching at the higher education level.
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