Abstract:

It is a fact that nowadays technology has invaded our lives and is gradually modifying the requirements of university students, which is why university educational innovation is a necessity to respond to these new social requirements, implying a deep change in the mentality of teachers and students. In contrast to teaching approaches centered on the lecturer and the master class, the European Higher Education Area proposes a teaching model centered on the student autonomous activity and participation in learning (1). This marks a trend of change in teaching process towards an education based on collaborative learning, and the teachers must propose innovative methodologies, and tools to encourage more effective student participation both in the classroom and in self-study activities.

In this search for new methodologies, it has been seen that the use of webs, applications, games, videos, etc. can help in the transmission and acquisition of knowledge. The use of dynamization tools in lectures, together with educational games as tools for autonomous online learning is very promising because it allows teaching and reinforcing knowledge, but perhaps most importantly, it allows the development of non-cognitive skills such as problem solving, collaboration, sharing experiences and communication (2).

Gamification is becoming increasingly popular as a teaching tool. Creating a highly engaging and comprehensive learning game is often difficult, time-consuming, and costly for the teacher, but it generates a positive impact on the students according to our previous experience in sveral innovation and improvement of teaching quality projects (3,4).

In accordance with the above, for the 2022/2023 academic year we are going to carry out a novel teaching activity to improve the motivation and the learning process of students of the Bachelor's Degree in Pharmacy, Food Science and Technology Human Nutrition and Dietetics and Chemistry, Double Degree in Pharmacy and Human Nutrition and Dietetics, based on the creation of interactive presentations for classroom explanations and the use of gamification tools to create content for autonomous and virtual work by the student to review each subject. We believe that this dual approach to the contents of the subject will improve student performance and learning.

For the dynamization in the class, interactive tools such as Vevox, videos, etc. will be used. On the other hand, for the creation of autonomous revision content through gamification, open websites such as Flippity, Educaweb, JoinMyQuizz, Genially or Socrative will be used. The revision contents will be made available to students on the virtual campuses of the subjects, allowing them to access them according to their needs and study schedules outside the classroom.

To evaluate the activity by the students and the possible correlation between their marks and the use of these tools, surveys will be carried out.

References:
[1] Dicheva D, et al,(2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18 (3).General theory of relativity,” Annalen der Physik, 49, 7, 769–822.
[2].Mateos-Aparicio, et al (2015), Fomentando la participación efectiva, Educar para transformar: Aprendizaje experiencial, UE Madrid
[3] Mateos-Aparicio, et al (2020), Proceedings14th annual INTED, 2020, 935-939.
[4] Mateos-Aparicio I, et al. (2017). Proceedings 10th International Conference of Education, Research and Innovation, 727-733

Keywords:

Gamification, Methodological strategies, Teaching, Interactive learning, University.