The Use of Gamification as a Teaching Methodology in a MOOC About the Strategic Energy Reform in México

Mena, Juanjo; Rincón-Flores, Elvira G.; Ramírez-Velarde, Raúl V.; Ramí­rez-Montoya, María Soledad

doi:10.1007/978-3-319-98872-6_4

Cited by 5 publications

(6 citation statements)

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“…To make the course more attractive, a story was created with the objective of involving the student in its own learning process through storytelling (Andrews, Hull, & Donahue, 2009) and gamification (Mena, Rincoń-Flores, Ramiŕez, & Ramiŕez-Montoya, 2018;Teixes, 2014). As it is a course on sustainability, the teaching staff raised a question as a starting point to create the storytelling: what would happen if we still do not take care of our ecosystem?…”

Section: Development Design and Materials Neededmentioning

confidence: 99%

“…The evaluation of each module consisted of a mandatory and a voluntary part based on SRL and challenge-based learning (CBL), respectively (Carrera & Ramírez-Hernández, 2018;Vilkova, 2019;Wang et al, 2013;Zimmerman, 1998). The mandatory part consisted of a sixquestion test with three options that were carried out at the end of each module, and the voluntary part was to overcome the mentioned challenges, what help to engage the students, to reduce the possibility they leave the course and can favor higher test scores and improves students' performance in online teaching (Mena et al, 2018).…”

Section: Contents and Evaluation Systemmentioning

confidence: 99%

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Innovation in the Teaching-Learning Process through a MOOC: Sustainability in the Era of Big Data

Gago-Cortés¹,

Allo²,

Longarela-Ares³

et al. 2020

Contextos Universitarios Transformadores: Boas Prácticas No Marco Dos GID. IV Xornadas De Innovación Docente

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La interacción entre la importante preocupación mundial en torno al desarrollo sostenible y el rápido crecimiento tecnológico ha dado como resultado el diseño de un curso abierto masivo en línea (MOOC) sobre Sostenibilidad en la era del Big Data. Este proyecto se enmarca en una convocatoria pionera lanzada por la Universidade da Coruña (UDC) (España) en 2018. Su objetivo principal es crear un espacio para difundir, concienciar y promover el desarrollo sostenible en sus tres dimensiones: ambiental, social y económica. Mediante el uso de herramientas basadas en la web, el conocimiento se comparte con un amplio público, sin necesidad de conocimientos previos. Para motivar a los estudiantes, el MOOC fue diseñado como una historia basada en un mundo distópico, la cual les permite involucrarse, desarrollar sus habilidades digitales y mejorar su aprendizaje sobre la sostenibilidad. Se proponen también diferentes desafíos aplicables al mundo real basados en el enfoque de gamificación, así como debates entre estudiantes. Asimismo, se ha realizado un cuestionario en línea para conocer el grado de compromiso de los participantes con la sostenibilidad al comienzo del curso y en su evaluación final. Su realización reveló la buena recepción de esta iniciativa, además de la generación de conciencia y conocimiento. Estos resultados fomentan el desarrollo de acciones similares, centradas en herramientas innovadoras.

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Section: Development Design and Materials Neededmentioning

confidence: 99%

Section: Contents and Evaluation Systemmentioning

confidence: 99%

Innovation in the Teaching-Learning Process through a MOOC: Sustainability in the Era of Big Data

Gago-Cortés¹,

Allo²,

Longarela-Ares³

et al. 2020

Contextos Universitarios Transformadores: Boas Prácticas No Marco Dos GID. IV Xornadas De Innovación Docente

View full text Add to dashboard Cite

show abstract

“…Empirical studies (MOOC-like) iMOOX [233,143] Telescopio (LRN-based) [187,234] MéxicoX [180,240] Coursera [8] SAPO Campus [17] ECO Platform [99] Blackboard CourseSites [78] OpenLearn [55] Coorpacademy [286] Moodle [220,37,270,250,156] Khan Academy [243] HTML Academy [166] Javala [160] Wikispaces [167] Table 2.6: Learning platforms used to evaluate the effect of gamification in MOOCs. frameworks, from which only one is explicitly intended for MOOC contexts [143].…”

Section: Learning Platforms Empirical Studies (Mooc)mentioning

confidence: 99%

“…Therefore, most conditions associated to gamification strategies represent quantitative actions that can be monitored by gamification systems, and few conditions require the evaluation of course peers (e.g., submitting quality assignments, working efficiently in a group). Additionally, it seems remarkable that several studies implementing fine-grained design decisions (e.g., first response to an open question with a positive vote) where implemented with third-party tools external to the MOOC platform [55,187] or were explicitly developed for the study [180,240].…”

Section: Rq3 Instantiation Of Gamification In Moocsmentioning

confidence: 99%

“…Results show that the number of empirical studies analyzing the effects of gamification strategies in real MOOC environments is too low (13) to obtain conclusions about the potential benefits of gamification on MOOC participants. While many studies reported positive effects of gamification strategies including higher task submission [272], video watching [286,154], learning performance [154,180], forum participation [8] and motivation [187,234], some studies also reported certain inefficacy from gamification strategies. For instance, although [78,234] reported an overall student satisfaction with course rewards, both studies conclude that gamification did not increase student engagement and retention.…”

Section: Rq4 Reported Effects Of Gamification In Moocsmentioning

confidence: 99%

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Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Arranz¹

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Massive Open Online Courses (MOOCs) have been established as a complement or alternative to other more traditional forms of teaching and learning (e.g., face-to-face, blended learning). Despite their relevant benefits (e.g., open access to education from prestigious universities), student disengagement has been identified as an important shortcoming, contributing to high drop out rates. In order to overcome this problem, rewardbased gamification has been proposed as a promising strategy to increase student engagement in MOOCs, following its success in other small-scale educational contexts. However, the addition of gamification strategies implies a number of orchestration tasks (e.g., design, instantiation, management) that have to be carried by course practitioners (instructional designers, instructors, teacher assistants, etc.). Given this context, this dissertation aims to support MOOC practitioners in the design, instantiation and management of reward-based strategies in MOOC environments to promote students' engagement. To this end, this dissertation proposes the attainment of three goals by following the System Design Research Methodology.The first goal deals with understanding whether reward-based strategies provide fruitful effects on student engagement in MOOCs. The distinctive features of MOOCs (e.g., massive number of participants, participants' background heterogeneity, asynchronous interaction) might compromise the benefits observed in small-scale educational environments. A systematic literature review performed within the context of this dissertation, revealed a lack of empirical studies performed in real MOOC environments, thus hindering the understanding of how these strategies affect student engagement. In this sense, three empirical studies were carried out in the context of this dissertation. The three studies involved MOOCs that incorporated reward-based strategies, helping understand their effects, and gaining insights about potential design guidelines that might eventually be used by practitioners in the design of future MOOCs.The second goal refers to the need of providing practitioners with computer-interpretable models to represent MOOC learning designs, incorporating reward-based strategies, thus supporting their automatic instantiation and management (e.g., reward-issuing procedure). A feature analysis of MOOC platforms and gamification systems identified their limited support regarding the representation of reward-based strategies in MOOC platforms' native tools. Given this context, this dissertation presents a data model (GamiTool-DM) that supports the computer-interpretable representation of reward-based strategies in MOOCs with a fine-grained level of detail, thus allowing to align practitioners' gamification purposes with the course pedagogical goals.The aforementioned feature analysis also revealed that current MOOC platforms and gamification systems present some limitations regarding the cognitive and timely affordable orchestration of these strategies (e.g., usable authoring to...

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Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico

Trapero¹,

Parra

González-Martínez

2021

OTH

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Purpose The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico. Design/methodology/approach This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues. Findings Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society Research limitations/implications This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts. Practical implications This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students. Originality/value Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

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The Use of Gamification as a Teaching Methodology in a MOOC About the Strategic Energy Reform in México

Cited by 5 publications

References 11 publications

Innovation in the Teaching-Learning Process through a MOOC: Sustainability in the Era of Big Data

Innovation in the Teaching-Learning Process through a MOOC: Sustainability in the Era of Big Data

Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico

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