Abstract:

In recent years, the student’s active learning in the classrooms has become one of the distinguishing factors in higher education. Active learning is the realization of a set of activities by students that is accompanied by a process of reflection on the actions that are being carried out. The involvement of students in the classrooms is vital to the success of this type of learning.

Although the student’s active learning is a key aspect of success, there are few teachers who raise it in their lessons. Some of the reasons are mainly due to the fear of wasting time moving away from the content’s own teaching, the risk of losing control or the lack of confidence in the students.

To carry out this methodology, two different evaluation exercises were introduced in a Quality Management subject. The first one based on the tools of Game Based Learning (GBL), and the other on Problem Based Learning (PBL). Gamification is understood as the use of game design elements in contexts that are not games, taking advantage of the sensory experience provided by the game itself. This allows improving the student’s experience, through solving problems, as well as acquiring, developing and improving a certain attitude or behaviour. Previous studies identified the positive consequences of GBL, highlighting an increase in the student’s motivation, satisfaction and the improvement of their performance.

On the other hand, the PBL tool is characterized as an effective and flexible strategy that, based on the work of the students, improves the quality of their learning in many aspects. This tool also trains the students in skills as the identification of relevant problems in the professional context, the awareness of their own learning, the strategies planning that will be used to learn or the critical thinking.

In the specific case to be analysed in this work, the first exercise consisted on the development of a team game, based on GBL, similar to a Trivial Pursuit, with questions about quality management, environmental management, social responsibility, the management integration systems and other common aspects in the area. The second exercise, based on PBL, aimed to develop an exercise that makes students to relate all the content of the subject using a graphical figure. It is named the “last slide” exercise as students can only use a slide to present the figure. Both activities are done in groups and at the end of the subject. After these activities, students are asked to answer a satisfaction survey on each exercise.

The aim of this work is twofold. First, to analyse the student’s satisfaction in each of the exercises proposed. The second objective is to know the perception in the degree of fulfilment of the competences associated with the subject.

Differences between both exercises are expected as the effort and outcome of each is different but complementary. Thus, to develop competences there is not one methodology that fits all and the combination of several tools can mean a significant improvement also in knowledge internalization. In addition, the subject evaluation design can be enhance.

Keywords:

Active learning, Higher education, Game Based Learning, Problem Based Learning, Competence development.