Strengthening Motivation in the Mathematical Engineering Teaching Processes - A Proposal from Gamification and Game-Based Learning

被引：19

作者：

Zabala-Vargas, Sergio ^{[1
]}

Garcia-Mora, Lewis ^{[1
]}

Arciniegas-Hernandez, Edgar ^{[2
,3
]}

Reina-Medrano, Jerson ^{[4
]}

de Benito-Crosetti, Barbara ^{[5
]}

Darder-Mesquida, Antonia ^{[5
]}

机构：

[1] Univ Santo Tomas, Bucaramanga, Colombia

[2] Univ Santo Tomas, Engn Sci Div, Bucaramanga, Colombia

[3] Univ Santo Tomas, Econ Sci Div, Bucaramanga, Colombia

[4] Univ Santo Tomas, Math & Phys, Bucaramanga, Colombia

[5] Univ Illes Balears, Palma De Mallorca, Spain

来源：

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING | 2021年 / 16卷 / 06期

关键词：

Collaboration; Game-based learning; gamification; learning strategies; motivation;

D O I：

10.3991/ijet.v16i06.16163

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Differential Calculus course. Twelve (12) didactic units were designed. The instrument used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reducing dropout. In conclusion, game-based learning can be used to strengthen educational processes in engineering.

引用

页码：4 / 19

页数：16

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