Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

Rincón-Flores, Elvira G.; Mena, Juanjo; López-Camacho, Eunice

doi:10.3390/educsci12010049

Cited by 23 publications

(12 citation statements)

References 32 publications

(21 reference statements)

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“…For this aim, different teaching strategies have been developed in recent years. Among these, gamification can be considered quite a proper pedagogical strategy to promote participation and increase students' motivation and involvement [24,25].…”

Section: The Debate On Online Learning During Covid-19mentioning

confidence: 99%

Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective

et al. 2022

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The research focuses on identifying challenges and lessons from distance learning experiences in Italy during COVID-19, on opportunities emerging from a more digitalized school in the post-COVID-19 crisis, and on preparedness for potential future emergencies. The study aims to analyze different teachers’ experiences, perceptions, and perspectives on distance learning and provide suggestions for addressing crises and emergencies. An online survey based on a semi-structured questionnaire was conducted targeting primary and secondary school teachers and including schools whose students are only from urban contexts and schools where students are also from rural areas. The main results indicated that teachers were resilient and proactive and found strategies and good practices to deal with distance learning, although several open technological and pedagogical challenges remain unsolved. Finally, some recommended priority actions for stakeholders and policymakers have been provided to face these challenges and ensure inclusive and equitable quality education.

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Section: The Debate On Online Learning During Covid-19mentioning

confidence: 99%

Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective

et al. 2022

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“…By enhancing students' attitudes towards the topic, students naturally engage with the material more and develop a better understanding [23]. Gamification redefines a course into a multi-level game, in which students are motivated to earn badges [24]. These examples of non-traditional pedagogical tools encourage participation in complex problems, offer real-world examples, and demonstrate creativity in the delivery of the activity.…”

Section: Injecting Creativity Into Engineering Coursesmentioning

confidence: 99%

Publishing Student-Generated Problems in an OER

Osgood

2022

Int. J. Eng. Ped.

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Fundamental engineering courses provide learning opportunities for students to develop problem solving and creativity skills, connect theoretical course material to the real-world, and solve complex, abstract problems such as those found in the workplace. Through a mixed methods study of students in a statics course in a small Canadian university, we explored student motivation and perception of composing and publishing their own course-relevant problems in an open educational resource (OER) textbook. We found that generating and solving their own problems for each of the six homework assignments helped students to anchor theory in the real-world, be creative, and understand the material more fully. In total, 93% of students in the course created at least one student-generated homework problem, and after the semester ended, 58% of students submitted a combined total of 59 high-quality, interesting, real-world examples to be included in the OER textbook. Of the 28 study participants, 26 students (93%) felt the activity should be repeated in future years. Students were motivated to publishing examples in the OER textbook by a desire to help future students and gain understanding of the material. Students found generating problems time-consuming, but enjoyed expressing their creativity.

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“…Many studies set gamification apart from other teaching strategies showing its numerous benefits in teaching and learning (Rincon-Flores et al, 2022). For instance, Dichev and Dicheva (2017), Filgona et al (2020), andSmiderle et al (2020) mentioned some of those benefits: Increased participation and effectiveness of learners.…”

Section: Withmentioning

confidence: 99%

Exploring teachers’ perspectives on using gamification in teaching science in Saudi Arabia

Alqarni¹,

Alabdan²

2022

Int. j. adv. appl. sci.

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This study explores utilizing gamification in teaching science at the school level in Saudi Arabia. Towards this end, a mixed-method approach, viz. parallel convergent, was adopted to collect data from a sample of teachers (n=200) via a questionnaire and an interview. The questionnaire encompassed two parts. The first part elicits information about the teachers. The second comprised 36 items making the three areas of the investigation- importance, use, and obstacles. Besides the questionnaire, six teachers were interviewed for an in-depth understanding of the findings surfaced from the questionnaire. Descriptive statistics yielded actual results, at the top of which the teachers’ favorable view of gamification in science lessons. They use gamification to a moderate degree in their teaching due to some obstacles, ranging from medium to high. The obstacles, administrative-based and teacher-related, led to reduced gamification uses. The statistical analysis of the data probed through a questionnaire identifies the variation in the informants’ responses according to their specializations, qualifications, and teaching experiences. Data elicited from the interviews reinforced such statistical findings that concluded showing no statistically significant differences between their responses at the level of significance (α≤0.05).

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Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

Cited by 23 publications

References 32 publications

Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective

Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective

Publishing Student-Generated Problems in an OER

Exploring teachers’ perspectives on using gamification in teaching science in Saudi Arabia

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