Abstract:

The aim of this paper is to analyze the role of the gamification-oriented methodology in the “learning”, selecting the most adequate game-designs and software (SW) tools in the computer science and telecommunications engineering field. This procedure is critical to identify preferences that help encouraging motivation [1], and consolidate concepts and knowledge learned. With this, we also deal with complementing the outcomes of [2] where the goal consisted in extracting the fundamental parameters to design serious games (e.g., limited regarding time or under the Professor's control). Particularly, we explore in this article the influence that can take the game models (individual or group-based serious games carried out through quizzes, puzzles, battles -divide the classroom into groups to dynamically compete under restrictive conditions-, hangman, and “flipped” games -combined with flipped classroom) and SW tools (Kahoot, Socrative or Mentimeter) according to student's profiles.

For the study, a set of game models and tools were applied in five bachelor degree subjects and one master degree subject. A total of 80 surveys were collected to assess preferences and identify models and classes of games according to requirements (e.g., dynamism relative to the type of game and SW tool, as well as complexity or difficulty in its design and effort in the preparation of flipped games). The registers state that degree students do not have any preference between games organized by Professors and flipped games. In fact, both are considered relevant to the subject taught, and both allow students to reinforce their knowledge. Still, it should be noted that students provide a slightly higher score to traditional simple games organized by Professors, mainly due to the time and effort that serious games require for their preparation. As for the usefulness of individual games and group games, the bachelor students (both in computer science and telecommunications engineering) consider that individual competitions based on quizzes and puzzles are more relevant for learning, showing a high preference for the Kahoot tool mainly due to the dynamism and coloring of its interfaces. On the contrary, group games are perceived from different perspectives. Students in computer science lean towards battle and flipped classroom-based games, and students in telecommunications engineering prefer applying flipped games instead of battles. Note that master's students provide a slightly different vision: they consider that “individual” quizzed-assisted games based on either “simple" or "complex/difficult” contents and supported by the Kahoot tool can also be relevant for the learning.

Therefore, the type of engineering degree is, in this case, determinant to customize and model serious games, optimizing the learning process and promoting motivation and implication in the games. In the final version, all these data will be detailed through statistic figures and graphics so as to highlight preferences and design requirements beyond those established in [2].

References:
[1] C. Alcaraz, E. Abdo-Sánchez, R. Halir, J. Toutouh, M. Ruiz and D.H. Stolfi, “Gamification to fight lack of motivation and heterogeneity in engineering”, EDULEARN, pp. 7040-7044, Barcelona, 2017.
[2] C. Alcaraz, E. Abdo-Sánchez, J. Toutouh, R. Halir, M. Ruiz, and D.H. Stolfi, “Some Ingredients to Improve Gamification in Engineering”, EDULEARN, pp. 3662-3669, Mallorca, 2018.

Keywords:

Gamification, serious games, flipped classroom, profiles.