Learning of Information Technologies in Administration Sciences through gamification techniques

Mellado, Rafael; Blanco, M.; Cubillos, Claudio; Fuente, H. De La; Faúndez, Antonio

doi:10.1109/chilecon47746.2019.8988017

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…In these studies, gamification was presented in business simulations with the aim of putting acquired knowledge into practice (e.g., Craven, 2015; Gatti et al, 2019; Jakubowski, 2014; Reiners et al, 2015). This method was used in courses on entrepreneurship and business plan (e.g., Aries et al, 2020; Isabelle, 2020), resource and business management (e.g., Mellado et al, 2019; Müller et al, 2015; Rajšp et al, 2017; Sepehr & Head, 2013; Stepanova et al, 2018; Wang et al, 2017; Wood & Reiners, 2012), marketing (e.g., Bechkoff, 2019; Dikcius et al, 2021), and human relations (e.g., Osipovskaya & Miakotnikova, 2020; Veltsos, 2017).…”

Section: Resultsmentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

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Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.

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Section: Resultsmentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

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“…In this sense, an artificial emotion can be implemented as a synthetic abstraction derived from the observation of human emotions, which allows improving the effectiveness of the decision made [58]. It is also relevant to test other techniques and tools such as ROL-type games [59], gamification techniques [60], or the application of multilingual verbal communication with a focus on human-robot interaction [61].…”

Section: Discussionmentioning

confidence: 99%

Effective Learning of Tax Regulations using Different Chatbot Techniques

Mellado-Silva¹,

Ugalde²,

Blanco-Lobos³

2020

Adv. sci. technol. eng. syst. j.

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Teaching tax-related regulations have always been a challenge due to the inclusion of external variables that hinder the learning process, such as the high complexity of tax systems and legislation variability. Universities have sought different alternatives to support the teaching process both outside and inside the classroom, ranging from recreational activities to active learning. This article will show the experience resulting from using a chatbot to support learning in accounting students for the teaching of tax regulations related to the Chilean tax system, comparing two types of tools, on the one hand, a free conversation chatbot using natural language processing versus a rule-based chatbot driven by a decision tree. The experimentation process was carried out with 50 higher education students, divided into an experimental group and a control group, in two different courses. The results obtained demonstrated in both cases greater effectiveness of the use of the chatbot in learning the tax matter, both in the free conversation chatbot where the experimental group obtained a 15.7% improvement versus the control group that obtained a 1.05% improvement, as in the chatbot that applied decision tree where the experimental group obtained a 32% improvement versus the control group with 5.2%. Considering the complexity of the content in tax matters and the little innovation in the existing teaching subjects in the area and that the students improve learning using both chatbot tools compared to other learning techniques, is considered a relevant contribution to teaching innovation.

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