Gamification in Remote Teaching of SE Courses

Lelli, Valéria; Andrade, Rossana M. C.; Freitas, Lavínia Matoso; Silva, Rubens A. S.; Filho, Francisco Gutenberg S.; Gomes, Renata Faria; Severo, Jan Sousa de Oliveira

doi:10.1145/3422392.3422497

Cited by 18 publications

(16 citation statements)

References 5 publications

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“…In many cases, this has been associated with a poor planning of the gamified environment, together with the ad hoc use of gaming elements mechanics with unclear guidelines for students. Thus, some of the studies included in the review (D'Angelo, 2020;Lelli et al, 2020;Liénardy and Donnet, 2020) showed little or no participation by students. According to the authors, such apathy would be associated with a decreased intrinsic motivation related to the pandemic situation.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, intrinsic and extrinsic motivation would correlate and show common properties as stated by the Self-Determination Theory (Ryan and Deci, 2002). However, some studies (D'Angelo, 2020; Lelli et al, 2020;Liénardy and Donnet, 2020) reported low motivation, engagement, and/or bad performance. In order to increase the interest and motivation of students, they should receive continuous support from the teaching staff, and the aim of the activity should be clear for all them.…”

Section: Discussionmentioning

confidence: 99%

“…Computer Science Learning Lelli et al (2020) addressed the concept of Emergency Remote Teaching (ERT) as a temporary shift of teaching in crisis circumstances and involves the use of fully remote teaching solutions. The authors described a gamification methodology for two Computer Science courses by using ClassCraft, a free educational platform from Google that works as a virtual classroom.…”

Section: Business Studiesmentioning

confidence: 99%

“…In both studies, the reduced number of participants can be considered a serious weakness. In the study by Lelli et al (2020), the use of a free platform will allow other researchers to replicate the same protocol in different courses. However, in both cases, the participation was lower than expected, which demonstrates a lack of motivation and engagement.…”

Section: Business Studiesmentioning

confidence: 99%

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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Business Studiesmentioning

confidence: 99%

Section: Business Studiesmentioning

confidence: 99%

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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…Os autores finalizam afirmando que possibilitar aos alunos experiências práticas bem definidas na construção de um sistema de software por meio de atividades de design, implementação, teste e gerenciamento pode ser um excelente meio para a prática no ensino remoto. Lelli et al (2020) apresentam uma metodologia baseada no ERE por conta da pandemia do COVID-19. Baseada na gamificação, a metodologia empregada pelos autores foi aplicada em duas disciplinas do curso de Ciência da Computação: ES e Fundamentos de Programação.…”

Section: Trabalhos Relacionadosunclassified

Lições Aprendidas do Ensino Remoto em uma Disciplina de Engenharia de Requisitos: um Relato de Experiência

Rosa¹,

Valentim²

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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Devido a pandemia do COVID-19, várias instituições de ensino superior adotaram o Ensino Remoto Emergencial (ERE). Este artigo apresenta um relato de experiência de uma disciplina de Engenharia de Requisitos realizada no ERE em uma universidade pública. Nesta disciplina adotou-se uma metodologia contendo atividades síncronas, como aulas expositivas, e atividades assíncronas, como trabalhos práticos, dentre outras atividades. Como resultados, são apresentadas as lições aprendidas no uso desta metodologia, além do feedback dos alunos sobre o seu aprendizado e sobre as aulas ministradas. No geral, os alunos foram positivos destacando a interação da professora com eles nos exercícios práticos das aulas síncronas.

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Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation

et al. 2023

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The use of gamified learning interventions is expanding in postsecondary education as a means to improve students' motivation and learning outcomes. Virtual laboratory simulations have been used in science education to supplement students' learning, as well as to increase engagement with course material. Due to COVID‐19, many instructors sought to replace or supplement hands‐on ‘wet‐lab’ work in an online environment. In this paper, we explored how the use of head‐mounted display technology in two laboratory simulations impacts learner motivation and learning outcomes. We used a mixed‐methods approach to analyze the experience of 39 undergraduate participants, examining test scores pre‐ and postsimulation, qualitative feedback, and quantitative experience ratings. The head‐mounted display technology was described as easy to use, with eye strain identified as a common occurrence. Participants had increased test scores following the laboratory simulations, with no significant difference between simulation groups. Very positive self‐reported measures of motivation and learner engagement were documented. Ninety‐one percent of participants agreed that virtual reality laboratory simulation would be a good supplement to regular teaching modalities. Overall, our results suggest that immersive virtual reality laboratory simulations experienced through head‐mounted display technology can be used to enhance learning outcomes and increase learner motivation.

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Gamification in Remote Teaching of SE Courses

Cited by 18 publications

References 5 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Lições Aprendidas do Ensino Remoto em uma Disciplina de Engenharia de Requisitos: um Relato de Experiência

Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation

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