Gamification and Profile Players in the Classrooms of Higher Education: The Case of the Engineering School From the Universitat Autònoma De Barcelona

Peña, Sandra Miguel; Agustí, Marta Fuentes

doi:10.21125/inted.2018.2128

Cited by 3 publications

(3 citation statements)

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“…From this fact it is concluded that the personality of the engineering professors may present different characteristics from those of the player profiles specific to the design of the gamified digital learning environment that they consider didactically more effective. These results differ from those of other works carried out with students, in which a significant correlation is identified between the personality characteristics of students and the player profiles best considered for learning, both in engineering teachings [34, 38, 45] and in other areas [23, 29, 36].…”

Section: Discussioncontrasting

confidence: 99%

“…But it has been shown that matching the player profile to the learner player profile helps to increase motivation and predisposition to learning through gamified situations when the population consists of university students in general [23,29,36,37,54]. This increase is also realized, without significant differences, between engineering students [34,38,45] and other technical teachings, such as Architecture [76].…”

Section: Player Profiles Of Engineering Students and Engineering Prof...mentioning

confidence: 99%

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Player profiles for game‐based applications in engineering education

Vergara

Antón‐Sancho

Fernández‐Arias

2022

Comp Applic In Engineering

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The use of digital learning environments in higher education has led to design methodological strategies, like gamification, adapted to computer‐based learning. The effectiveness of gamification depends on the adaptation of the methodology to the player's profile. Four types of player profiles (Explorer, Killer, Socialized, and Achiever) are established according to the Bartle classification. In this article, quantitative research is carried out on the player profile and the one considered best for learning engineering professors. Sociological and academic aspects that influence player profile choices are also identified. A descriptive and inferential analysis of the answers given by a population of 532 engineering professors —who attended a training course on gamification in digital environments—to a survey designed by the authors was carried out. The results reveal that most engineering professors are Explorers and this is also the player profile considered best for learning, although there is a gap between the own player profile and the choice of the most effective one. The player profile shown here to be the most frequent among engineering professors differs from that attributed to students in the literature, which is Achiever. Gaps by gender, age, teaching experience, and university tenure are also identified. Universities are recommended to strengthen professor training to design personalized game‐based computing environments and to cater to differences due to several sociological and academic aspects.

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Section: Discussioncontrasting

confidence: 99%

Section: Player Profiles Of Engineering Students and Engineering Prof...mentioning

confidence: 99%

Player profiles for game‐based applications in engineering education

Vergara

Antón‐Sancho

Fernández‐Arias

2022

Comp Applic In Engineering

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“…Therefore, these strategies aim at encouraging student participation in certain activities, through more dynamic work environments than the traditional ones (Piedad Gasca-Hurtado et al, 2018). The proposed activities can be diverse and mainly depend on the available facilities and resources, as well as the participants profile (Miguel Pena & Fuentes Agusti, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects of Using Game-Based Learning to Improve the Academic Performance and Motivation in Engineering Studies

Cerra

Álvarez

Parra

et al. 2022

Journal of Educational Computing Research

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Game-Based Learning (GBL) is increasingly widespread as a learning technique in the engineering studies. However, this innovative methodology may be difficult to incorporate in some subjects due to their complex contents. This paper aims at combining traditional learning methodologies with game mechanics to analyse the academic performance and motivation in engineering studies. Moreover, an ad-hoc gaming web environment was developed to support and control the learning process. Other modern tools such as mobile phone devices were also employed to support and encourage students. A comparative study is presented in this paper, on which 96 first-year engineering students participated. The students were randomly divided into two groups: Control Group (CG) and Experimental Group (EG). The first group made use of a traditional learning methodology, while the second group combined this traditional methodology with GBL and Information and Communication Technologies (ICT). The obtained results show that EG students significantly improve their academic performance and motivation, expressing a succinctly greater interest in the studied subject. Therefore, the integration of GBL in the teaching methodology of complex technical subjects could have a very positive impact, as well as it could greatly ease the teaching-learning process in engineering studies.

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