Challenge-based gamification and its impact in teaching mathematical modeling

Abstract

The research presented describes how the challenge-based gamification strategy contributes to meaningful learning of the calculation of solids of revolution spreads in a subject in engineering. The evaluation of students' performance during the gamification activities followed the mathematical modeling cycle. The research was carried out during the semester from January to May 2016 where 48 students from Engineering and Integral Calculus Courses in Tecnólogico de Monterrey (Mexico) participated. The students were divided into two groups, each consisting of 24 students and grouped in teams of four people. Three gamification activities were applied throughout the course. Mix Methods were chosen to analyze data. Main results indicate that challenge-based gamification help students were able to apply solids of revolution both in its application and the algorithmic part.

Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation

“…This finding is interesting because it reinforces the importance of assessing the quality of innovations through the validation of the appropriate design for this type of activities (García-Peñalvo, 2015, Fidalgo-Blanco & Sein-Echaluce, 2014, Zavalza & Zavalza, 2012. In this case, the fact that the gamified challenges are attractive and achievable by the student and its design encourages the student to reach the level of desired performance (Marzano & Kendal, 2007) confirms what other studies have stipulated as facts about of gamification (Plass, Homer & Kinzer, 2015;Rincón-Flores, Ramírez-Montoya & Mena, 2016).…”

“…In the case of Mathematics instruction, several studies state that using gaming strategies has been favorable (Kebritch, Hirumi & Bai, 2010, Muñiz-Rodriguez, Alonso & RodriguezMuñiz, 2014, Chamoso, Durán, García, Martín & Rodríguez, 2004. In a study by Rincón-Flores, Ramírez-Montoya and Mena (2016), the authors found that gamification based on challenges sustained long-term learning; in Goehle (2013), it was noted that the students improved their performance on their Mathematics homework. Similarly, Nisbet and Williams (2009) found that gamification improved students' attitudes in terms of attention and participation, while contributing to improve learning and reduce mathematical anxiety (Gómez-Chacón, 2000;Tobias & Weissbrod, 1980).…”

Desain Pembelajaran Matematika Berbasis Gamifikasi untuk Meningkatkan Minat Belajar Siswa

“…dan Quizizz dapat dianggap sebagai tantangan yang perlu diselesaikan oleh siswa. Tantangan seperti ini memfasilitasi siswa untuk menerapkan pengetahuan dan keterampilannya mengenai topik yang telah dipelajari dengan cara yang menarik dan menantang (Flores, Montoya, & Mena, 2016). Ketiga elemen desain gim yang disediakan oleh Kahoot!…”

A Repository Collaboration Model to Gamify Education Using Synergistic Digital Hub

“…Also, these initiatives could administer financial bonus, secondments, badges and certificates for participating teachers to develop the repository. This environment could work as an extension of traditional learning classes but also, could function independently in situations such as the COVID-19 lockdown and [11] acknowledged the positive impact gamification had on students' learning progression, represented by play-based activities such as craft and puzzles. The functional aspects depicted in Figure 2 are outlined as follows:…”