Abstract:

This work continues the paper presented at EDULEARN21 entitled “Participants satisfaction and students academic results from transforming a face-to-face master in science subject into remote teaching and assessment.” The objective of this work was to design, develop and implement online strategies (gamification) for improving the degree of student’s initiative and participation in the subject Basic Elements of Biomedical Research taught in various Masters’ of Science, both virtually and face-to-face, and afterward, to analyze the students’ degree of satisfaction, as well as the learning process and their academic qualifications compared to previous courses.

Three tasks were planned to achieve the proposed objectives:
1. Non-face-to-face dynamization tools were designed and implemented (gamification through Kahoot!).
2. Skills acquired by students were evaluated through the performance of specific activities tasks and the application of evaluation instruments (rubrics), previously developed and presented at EDULEARN21.
3. The students and teachers completed satisfaction questionnaires previously developed and presented at EDULEARN21.

Both remote and face-to-face students have improved their academic qualifications compared to previous courses, were not implementing online gamification tools. This experience has been satisfactory for both types of students. The degree of questionnaires’ response was greater than 80% of the participants. Furthermore, the teachers reported increased student engagement and attention.

In conclusion, the implementation of new online strategies for dynamization and monitoring students (gamification) allow them to maintain their attention and motivation and thus, correctly assimilate learning tools and resources in Masters’ of Science.

Keywords:

Master in Science, dynamization, gamification.